Are you future ready? Preparing students for living and working in a digital world
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The document discusses preparing students for living and working in a digital world. It outlines the agenda for a workshop on this topic, including perspectives from employers, further education, and higher education. The workshop aims to explore what skills students need, share innovative practices, and discuss challenges and solutions through panel discussions. It also provides an overview of research findings on employability in a digital age and frameworks for integrating technology to enhance skills.
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Are you future ready? Preparing students for living and working in a digital world
- 1. Are you future ready? Preparing students for living and working in a digital world
- 2. > >SlideSlide Aims of workshop > To explore what the ‘employable student’ looks like in a digital age > To share examples of innovative practice and ideas to enhance student employability from both further and higher education > To provide opportunities for discussion and Questions and Answers around challenges and solutions to enhancing practice > To share guidance and supporting resources > UseTodaysMeet to share your ideas, questions and reflections: https://todaysmeet.com/Futureready 15/03/2017 Are you future ready? Preparing students for living and working in a digital world2
- 3. > >SlideSlide Overview > Context setting and findings from Jisc research > 3 perspectives: > Employer perspective – Deborah Edmonson,Talent director, Cohesion Recruitment > FE perspective – Kieran McKenna, Head of project based learning and student enterprise, South Eastern Regional College > HE perspective – Ian Pirie, Emeritus professor, University of Edinburgh > Table discussions and prioritising key questions for the panel > Plenary panel Questions and Answers 15/03/2017 Are you future ready? Preparing students for living and working in a digital world3
- 4. > >Slide Context “Businesses look first and foremost for graduates with the right attitudes and aptitudes to enable them to be effective in the workplace – nearly nine in ten employers (89%) value these above factors such as degree subject (62%)” “Managers, entrepreneurs, and business executives must have e- competences to grow, export and be connected to the global digital markets. In a digital economy, e- leadership skills are essential.” 15/03/2017 Are you future ready? Preparing students for living and working in a digital world4 CBI/Pearson Education and Skills Survey 2015 (CBI / Pearson, 2015) Michel Catinat, Head of Unit ’Key EnablingTechnologies and ICT’” at DG Enterprise and Industry, European Commission (European Commission, 2015)
- 5. > >Slide Jisc employability toolkit > 3 approaches to thinking about technology- enhanced employability > Connected curricula approach > A holistic approach to programme design and technology adoption > A five-dimensional model for adopting technology > What does the “employable student” look like in a digital world? 15/03/2017 Are you future ready? Preparing students for living and working in a digital world5
- 6. > >Slide 15/03/2017 Are you future ready? Preparing students for living and working in a digital world6 A holistic approach to programme design and technology adoption Connected curricula Five dimensions for adopting technology T-profile curricula Employer engagement Assessment for learning Technology- enhanced authentic and simulated learning experiences Technology- enhanced lifelong learning and employability Digital communications and engagement with employers Technology- enhanced employability skills development Employer- focused digital literacy development
- 7. > >Slide 15/03/2017 Are you future ready? Preparing students for living and working in a digital world7 Connected curricula T-profile curricula Employer engagement Assessment for learning
- 8. > >Slide Technology for employability 15/03/2017 Are you future ready? Preparing students for living and working in a digital world8 Technology- enhanced authentic and simulated learning experiences Technology- enhanced lifelong learning and employability Digital communications and engagement with employers Technology- enhanced employability skills development Employer-focused digital literacy development
- 9. > >Slide Technology for employability > Active and “real world” learning experiences – supported by technologies – that help to develop employability skills > Simulated experiences 15/03/2017 Are you future ready? Preparing students for living and working in a digital world9 Technology- enhanced authentic and simulated learning experiences
- 10. > >Slide Technology for employability > Self-directed personal and professional learning (planning, reflection, managing, recording, review) – supported by technology > (Digital) feedback and engagement with a variety of stakeholders including employers to help develop learner self-regulatory skills > Employer-supported / related assessment for learning > Recording/recognition 15/03/2017 Are you future ready? Preparing students for living and working in a digital world10 Technology- enhanced authentic and simulated learning experiences Technology- enhanced lifelong learning and employability
- 11. > >Slide Technology for employability > Researching, identifying and developing contacts and relationships with employers > Developing “digital” and “employability” identity > Developing “digital collateral” as evidence of student “rounded self” > Showcasing student “rounded self” to employers and personal clients 15/03/2017 Are you future ready? Preparing students for living and working in a digital world11 Technology- enhanced authentic and simulated learning experiences Technology- enhanced lifelong learning and employability Digital communications and engagement with employers
- 12. > >Slide Technology for employability > Learner skills diagnostics > Technology-enhanced development for skills gaps > Computer-aided assessment 15/03/2017 Are you future ready? Preparing students for living and working in a digital world12 Technology- enhanced authentic and simulated learning experiences Technology- enhanced lifelong learning and employability Digital communications and engagement with employers Technology- enhanced employability skills development
- 13. > >Slide Technology for employability > Developing student technology- enhanced employability skills > See breakdown of digital literacies by employability skill, page 7. of the toolkit 15/03/2017 Are you future ready? Preparing students for living and working in a digital world13 Technology- enhanced authentic and simulated learning experiences Technology- enhanced lifelong learning and employability Digital communications and engagement with employers Technology- enhanced employability skills development Employer-focused digital literacy development
- 14. > >Slide The employable student in a digital age 15/03/2017 Are you future ready? Preparing students for living and working in a digital world14
- 15. > >Slide Find out more > Toolkit http://ji.sc/employ-guide > Aids dialogue, decision-making and planning for developing student employability and adoption of technology > 20 HE and FE case studies and vignettes > Digital capabilities framework and learner profile http://ji.sc/building-digicap > Join the conversation on the blogs: > employabilityproject.jiscinvolve.org/ > digitalcapability.jiscinvolve.org/ 15/03/2017 Are you future ready? Preparing students for living and working in a digital world15
- 16. > >Slide jisc.ac.uk Except where otherwise noted, this work is licensed under CC-BY-NC-ND > > Lisa Gray Senior co-design manager lisa.gray@jisc.ac.uk Contact 15/03/2017 Are you future ready? Preparing students for living and working in a digital world16Slide
- 17. > >Slide The EmployerView: Preparing students for a digital world Deborah Edmonson,Talent director, Cohesion 15/03/2017 Are you future ready? Preparing students for living and working in a digital world17
- 18. The Employer View Preparing students for a digital world Deborah Edmondson Talent Director - Cohesion
- 19. Agenda The Early Talent employment landscape Typical Recruitment Processes What digital means for employers? What can Universities do to help?
- 20. The Early Talent Employment Landscape Less graduate vacancies More apprentice vacancies
- 22. Typical Recruitment Process Online application Video interview Psychometric testing Assessment centre
- 23. • What do Employers want?
- 28. How can Universities help? • Expectations • Business Communication • Conversations • Digital Footprint • Perception • Excel • Research • Employer Interaction
- 29. > >Slide jisc.ac.uk Deborah Edmondson, Talent director, Cohesion 15/03/2017 The Employer View29
- 30. > >Slide South Eastern Regional College Kieran McKenna, Head of project based learning and student enterprise 15/03/2017 Are you future ready? Preparing students for living and working in a digital world30
- 31. Are You Future Ready – preparing students for living and working in a digital world Kieran McKenna Head of Enterprise & Entrepreneurship
- 32. Outline of Presentation About SERC Strategy Enterprise, Entrepreneurship, Innovation Approach SERC Enterprise Experience Whole Brain Learning Enterprise Portal Impact Conclusion
- 33. South Eastern Regional College (SERC) £46m annual turnover 4 Main Campuses throughout South East of Northern Ireland 1,025 expert and professional staff 35,000 enrolments per annum Over 5,200 business clients Partnering with 40+ local schools
- 34. Vision ‘To provide an innovative curriculum that will inspire, transform, and enrich lives’.
- 35. Our Strategy 1 2 3 4 5 6 1. Establish Strategic Objectives Enterprise, Entrepreneurship, Innovation. 2. Systems Development Approach Development of Whole-Brain Learning and Enterprise Portal eResources. 3. Management Reporting, tracking, set performance targets. 4. Continuous Professional Development Establish a robust methodology to implement Project Based Learning and Enterprise. 5. Learning resources Share best practice on what works best. ‘Know & Show’, case studies. 6. Review and Evaluate Continuously review, evaluate and develop further enhancements; Share.
- 36. Entrepreneurship Guest Speakers Student Volunteering Project Based Learning (PBL) Delivered CPD to all curriculum staff PBL/Enterprise Fairs Appointed 14 PBL mentors from curriculum Using industry standard PBL design cycle Competitions Worldskills, BT Young Scientist, NI BEST Awards.
- 37. Entrepreneurship - success BT Young Scientist Applied science students Holly King and Molly McConnell were 'Highly Commended' at the BT Young Scientist Competition 2016
- 38. Entrepreneurship - success Worldskills 2016 GOLD – Carpentry GOLD – Air Conditioning SILVER – Refrigeration Skillbuild 2016 Finalist – Plastering Finalist – Bricklaying Skillfridge 2016 Two finalists
- 39. Innovation CAST/CAPS Annual participation with Toyama National College of Technology in Conference for Advancement of Science and Technology. CDIO Only UK FE member of the worldwide CDIO Initiative, working with world leading universities developing the next generation of engineers. Industry Projects Innovation Funding International Partnerships ‘r&D’ Facilities
- 40. Enterprise Business Mentoring Student Companies Whole-Brain learning Development of creativity and innovation.
- 41. Enterprise Business Mentoring Student Companies Whole-Brain learning Development of creativity and innovation. Get The Edge College strategic project driving innovation, enterprise and entrepreneurship.
- 42. Our Strategy 1 2 3 4 5 6 1. Establish Strategic Objectives Enterprise, Entrepreneurship, Innovation. 2. Systems Development Approach Development of Whole-Brain Learning and Enterprise Portal eResources. 3. Management Reporting, tracking, set performance targets. 4. Continuous Professional Development Establish a robust methodology to implement Project Based Learning and Enterprise. 5. Learning resources Share best practice on what works best. ‘Know & Show’, case studies. 6. Review and Evaluate Continuously review, evaluate and develop further enhancements; Share.
- 43. Whole-Brain learning Development of eResource for whole-brain analysis Inform learners how they learn best and identify AFIs Provide tailored feedback on how learners can become more whole-brain learners Identify learners with potential to be entrepreneurs
- 44. Introduction to Whole-Brain learning eResource
- 46. Example of personal profile based on completion of whole- brain learning app
- 48. Linking results with activity planning L3 Construction – Ward Park Arras Project Student name Brain dominance Alex Right Matthew Left Dan Left
- 49. Student Voice
- 51. Introduction to SERC Enterprise Portal
- 52. Enterprise Portal Objectives Share Enterprise & Entrepreneurship best practice across multiple campuses Facilitate peer learning and assessment
- 56. And finally… Are we future ready? Brain hemisphere percentages of 4531 full-time students
- 57. And finally… Are we future ready? Entrepreneurial Success Factor of 4531 full-time students
- 58. And finally… Are we future ready? Whole-Brain Learning app Individual learning preference analysis and feedback. SERC Enterprise Portal 4000 students completing PBL/Enterprise activities. 600 PBL based Enterprise activities available on SERC Enterprise Portal Peer assessment SERC students GET THE EDGE
- 59. Contact details: Kieran McKenna Head of Enterprise & Entrepreneurship kmckenna@serc.ac.uk www.serc.ac.uk Thank You. Any Questions?
- 60. > >Slide University of Edinburgh Ian Pirie, Emeritus Professor 15/03/2017 Are you future ready? Preparing students for living and working in a digital world60
- 61. > >Slide Questions for our panel Each table to share their key 3 question to our panel… UseTodaysMeet to share your ideas and reflections: https://todaysmeet.com/Futureready 15/03/2017 Are you future ready? Preparing students for living and working in a digital world62
Editor's Notes
- These approaches bring together 3 elements to consider when seeking to embed employability into programme design Along with 5 ways of thinking about the role of technology.
- There is clear evidence of the value of work placements and experiences in enabling students to gain employment, but not all universities can provide quality placements for all students. So this dimension relates to the role of technology in augmenting, simulating and enabling engagement with ‘real world’ experiences. As well as the role of technology (e.g. e-Portfolios to support physical placement opportunities (see the University of Nottingham vignette). Examples E.g. Glasgow Caledonian University – using wikis for collaborative problem solving with employers. S&B autos with their virtual paint spray workshop Benefits. Eg to learners different student groups can try out new skills easily and cost effectively, e.g. at S&B autos. For institutions, benefits can be the cost-effectiveness of an approach, avoidance of health and safety concerns and scalability of the experience.
- Is about the key importance of supporting learners in the development of ‘lifelong employability’ which is a key employability capability in its own right. Focuses on self-directed, personal and professional learning (planning, reflecting, recording and review), concepts underpinning our understanding of ‘e-portfolio-based learning’. Aligns with lifelong learning, assessment for learning, and aligns with research evidencing the importance of self-review, self-regulation and management as critical skills for life. With regular accessible feedback (from a range of audiences) that informs an ongoing learner Techs include e-portfolios, blogs, other personal learning spaces, badges Examples Ian will talk more about their approach with student led credit-bearing modules. Benefits Benefits to students include Development, through activities such as peer and self-review, the ability to self-evaluate, a critical skill for the workplace. Ability, through the technology, to access and store feedback over time and reuse it to inform future assignments Have evidence of their abilities selected over time to reuse for future applications for study or employment
- This is about enabling learners to develop personal and professional networks, and their professional and digital identities, as well as enabling learners to develop banks of evidence they can use to present their ‘rounded’ selves to a range of audiences at a time Technology use here includes social networks, e-portfolio showcasing tools. Examples University of Southampton – Mission Employable – worked with a team of ‘students as partners’ and used a range of multimedia and social media to engage with peers, alumni, staff and employers. Birmingham City University where they are developing e-portfolio showcases to employers as part of a personal development module – important role in supporting students to articulate the skills they have to employers. Benefits Moves us past the ‘one conversation with one employer’ traditional model, enabling multiple engagements. Enables students to reach employers e.g. overseas they wouldn’t have reached before Enables students to draw on a large body of evidence for presenting to different employers at different times
- This is where we may have more traditionally thought of the role of technology, in supporting learners to undertake diagnostic tests to surface any skill gaps, and online careers services to support transition e.g. around career planning, job hunting and interview training. Examples For example the University of London Careers group employability MOOC, and at South Devon College where learners are asked to complete a Moodle course based on examining the skills asked for by local employers. Abingdon and Whitney college work with local employers to provide online mock interviews, providing feedback to students on presentation. Benefits For institutions - can be a cost-effective way to provide careers guidance to a range of audiences. Although can be a danger if conversations with for example mentors aren’t incorporated. For learners and employers – they are again working on their self-directed learning approaches and diagnosis of their own skill gaps.
- And finally, a potentially overarching theme is that of digital literacies – You need some threshold dig lits to engage with all of the above, but also as a result of engaging with the above, learners will develop them. Some institutions have gone further in developing and furthering digital entrepreneurism – e.g. at South West College and Innotech. Often however we do not make the link explicit bw specific employability skills and the technologies that can enable those. SEE OUR MODEL which breaks down the digital capability requirements by employability skill – Page 7 of the toolkit
- Please add in diagram on p.7 of the Jisc employability toolkit: http://repository.jisc.ac.uk/6429/1/Technology_for_employability_toolkit_FINAL.pdf
- Highlight the full report Case studies Toolkit All available from project page.
- Good afternoon My name is Kieran McKenna and I’m excited to share with you some of the digital innovative practice we offer in SERC.
- I want to briefly introduce SERC, outline our strategy and approach to integration of Enterprise & Entrepreneurship and finally reflect on how our approach prepares students for living and working in a digital world.
- South Eastern Regional College is located in County Down, Northern Ireland and has main four main campuses situated approximately 48km apart AT ANY GIVEN TIME DURING THE YEAR WE HAVE 2,000 STUDENTS ON PLACEMENT WITH BUSINESSES
- ESTABLISHING A ROBUST DIGITAL INFRASTRUCTURE DEVELOPMENT OUR SYSTEMS PERFORMANCE MANAGEMENT INVESTING IN CPD DEVEOPING AND SHARING LEARNING RESOURCES REVIEWING AND EVALUATING I WILL CONCENTRATE ON FIRST 4 THE FIRST IS CRITICAL A SOLID INFRASTRUCTURE WHICH FUNDEMENTALLY NEEDS INVESTMENT. I HAVE BEEN TOLD THAT ONE RBS’s FAILINGS WAS NOT TO INVEST IN INFRASTRUCTURE AND THIS WAS EVIDENCED BY CRASHING SYSTEMS, LACK OF CONTROL AND LOSS OF CONFIDENCE BY CUSTOMERS X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- ESTABLISHING A ROBUST DIGITAL INFRASTRUCTURE DEVELOPMENT OUR SYSTEMS PERFORMANCE MANAGEMENT INVESTING IN CPD DEVEOPING AND SHARING LEARNING RESOURCES REVIEWING AND EVALUATING I WILL CONCENTRATE ON FIRST 4 THE FIRST IS CRITICAL A SOLID INFRASTRUCTURE WHICH FUNDEMENTALLY NEEDS INVESTMENT. I HAVE BEEN TOLD THAT ONE RBS’s FAILINGS WAS NOT TO INVEST IN INFRASTRUCTURE AND THIS WAS EVIDENCED BY CRASHING SYSTEMS, LACK OF CONTROL AND LOSS OF CONFIDENCE BY CUSTOMERS X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT. SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK. IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR. SO TO THE OVERVIEW X
- The EntreBRAINeur and Enterprise Portal online applications, effectively use IT to enhance the learning experience
- The EntreBRAINeur and Enterprise Portal online applications, effectively use IT to enhance the learning experience
- Enterprise activities completed by 5000+ students