This session will provide a walkthrough of the models, guidance and examples of effective technology use for employability included within in the Jisc employability toolkit.
Making best use of technology for employability: the Jisc employability toolkit
1. Making the best use of technology for employability
The Jisc employability toolkit
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Who we are
Lisa Gray
Jisc
Peter Chatterton
Independent consultant
Geoff Rebbeck
Independent consultant
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3. > >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 world3
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)
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Jisc employability toolkit
Three approaches to thinking about
technology-enhanced employability
A. What does the “employable student”
look like in a digital world?
B. Connected curricula approach
A holistic approach to programme
design and technology adoption
C. A five-dimensional model for
adopting technology
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Effective practice examples
Case studies – HE
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Institution Subject
University of Greenwich Greenwich Connect: a joined up approach to employability in a digital world
University of Northampton Student employability development through social innovation and enterprise
Glasgow Caledonian University Problem-solving real business issues using wikis
Birmingham City University A range of creative approaches to developing student employability
Keele University ILM accredited e-portfolio-based employability award
University of Edinburgh Student-led e-portfolio-based assessments for evidencing graduate attributes
University of Birmingham Online employability skills pathway of the Personal Skills Award
University of Greenwich Greenwich Connect: a joined up approach to employability in a digital world
University of London Employability skills MOOC
Staffordshire University Staffordshire Graduate Employability project
Bath Spa University International virtual internship programme
Oregon State University collaboration Global student collaborative venture to compete in international student racing
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Effective practice examples
Case studies – FE and skills
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Institution Subject
The Mindset Joint venture between Reed employment and 13 colleges – in campus branches
S&B Autos Supporting motor vehicle apprenticeships through Moodle and virtual reality
Job Centre Plus Using technology to support those out of work
Welsh Baccalaureate Digital literacies embedded into the qualification
St Helens College Building relationships with employers through LinkedIn
South Devon College Using an online employability course
South West College, NI Using technology to support partnership projects between students and industry
Portland College Project using video, accessed by QR codes to support learners with disabilities
Reading College A college-wide move away from the VLE to learner-centred approaches
City of Glasgow College An e-portfolio for stonemasons to best record their experiences in the workplace
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A.The employable student in a digital age
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A.The employable student in a digital age
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A holistic approach to programme design
and technology adoption
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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
Connected curricula 5 dimensions for adopting technology
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B. Connected curricula
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There are three dimensions for ‘connected curricula’
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B. Connected curricula
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Dimension 2: Assessment for learning
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C.Technology for employability
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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
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C.Technology for employability
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> Active and “real world” learning
experiences – supported by
technologies – that help to develop
employability skills
> Simulated experiences
Technology-
enhanced
authentic and
simulated learning
experiences
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C.Technology for employability
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> 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
Technology-
enhanced
authentic and
simulated learning
experiences
Technology-
enhanced lifelong
learning and
employability
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C.Technology for employability
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> 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
Technology-
enhanced
authentic and
simulated learning
experiences
Technology-
enhanced lifelong
learning and
employability
Digital
communications
and engagement
with employers
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C.Technology for employability
15/03/2017 Are you future ready? Preparing students for living and working in a digital world17
> Learner skills diagnostics
> Technology-enhanced development
for skills gaps
> Computer-aided assessment
Technology-
enhanced
authentic and
simulated learning
experiences
Technology-
enhanced lifelong
learning and
employability
Digital
communications
and engagement
with employers
Technology-
enhanced
employability
skills
development
18. > >Slide
C.Technology for employability
15/03/2017 Are you future ready? Preparing students for living and working in a digital world18
> Developing student technology-
enhanced employability skills
> See breakdown of digital literacies
by employability skill, page 7. of
the toolkit
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
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A holistic approach to programme design
and technology adoption
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
20. > >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/
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21. > >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 world21Slide
Editor's Notes
I don’t need to say too much here about why employability is important – apart from to highlight that we know this is of increasing interest to both students and institutions alike.
In FE and skills, qualifications are increasingly seen as a stepping stone to employment from which economic independence and active citizenship flow;
and in HE there’s an increasing recognition that employers are increasingly interested in graduates with the right attitudes, aptitudes and skills (‘work ready’) as well as knowledge (as this first quote shows).
There is also evidence of an ‘employability gap’, with the sorts of skills that graduates are entering day one of work not entirely meeting the expectations of their employers as they arrive on day one of work. Recent conversation with ‘Manchester Digital’ – org working with digital companies in the North West – cited work readiness being a massive issue.
This is in the context of an ever changing working environment, one that looks very different to when we would have started our working lives, where some suggestions have indicated …….. 10-14 jobs by time they are 38 (US labour force) and 17 jobs, 5 careers (Australia Mark Mcrindle).
From a digital perspective employers there is evidence that employers aren’t just looking for graduates with specific IT skills, as this quote from the European Commission suggests. Digital ‘savvy’ graduates (with more than basic IT skills) are essential for shaping tomorrows entrepreneurial activities. But unhelpfully, employability skill sets don’t emphasise the digital skill requirements for each, for example communications skills.
So set against that backdrop Jisc explored, through a study, how technology was being used to support student employability; what the challenges were to achieving it; and presented a series of models/guidance on how to move forward.
22 case studies plus vignettes were captured across all tertiary education sectors – FE and skills, and HE. Some examples are shared on your tables, but all can be found online.
I’ll focus todays demonstration on introduction 3 of the key models in the toolkit that could help institutions think about how to embed employability and digitally enhanced approaches, into the curriculum.
The first is a high level approach to considering embedding employability into programme design, supported by technology
And the second a way of thinking about the many ways that technology has a role to play in supporting student employability.
And thirdly a way of thinking about digital capabilities, embedded within a wider framework for what the employability student could look like in a digital age
There is much more linked from the toolkit – 22 case studies from higher, further education and skills and the full report including a summary of the key issues.
I mentioned 22 case studies example of practice were captured, and the models developed informed by their approaches. Examples from these case studies are scattered throughout the toolkit to exemplify different points.
This slide highlights the range of practice covered, from an employability skills MOOC, to use employability award evidenced through a learners portfolio.
Also on the blog – 2 additional case studies, one we’ll hear from in our workshop this afternoon. And South Eastern Regional College – new approach ‘Get the edge’ instead of induction, focusing on entrepreneurialism, learners collaboratively solve real world problems with technology at the heart including a video log demonstrating progress.
For further education and skills a similar breadth of examples, from evidencing skills in the workplace to use of Linked to build relationships with employers.
This model is to aid thinking about digital capabilities – not in isolation or as skills in their own right, but in direct relevance to core employability skills. And in a language that employers understand.
Set in the context of complex and changing expectations from employers – so set as a high level view.
The only one constant is change – and these capabilities reflect that need to ensure our students are prepared for that.
And thinking more broadly about lifelong capabilities - not just about how to get a job.
Go from basic ‘work-readiness’ essential for example in further education and skills training, to higher level capabilities at a higher level of education, for example including creative problem solving.
There are seven dimensions identified
For each dimension there’s a good practice point, and suggestions for the scope of each one.
And suggestions for how digital capabilities map to each dimension described from an employer perspective.
The model in the toolkit highlights the employability skills, as well as the digital capabilities related to that dimension.
So, for example for basic work-readiness, which incorporates elements that we might think of as obvious but aren’t always – in terms of appropriate presentation, communication and social skills:
Digital capabilities core to that are that
learners understand and can use common technologies,
are able to work with digital information and assess its quality;
have an understanding of their own digital identities and
are able to choose appropriate communication styles in communications with different audiences – ie they don’t use ‘text speak’ when dealing with customers.
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 to develop students employability skills.
In the connected curricula model – the idea is that in order to produce future ready students, they need to develop as digitally literate, self-directed and self-regulated learners. So its thinking much more broadly about employability - lifelong employability is not just about getting a job, but having the skills to ensure you continue to grow and develop as professionals as they move through life.
3 elements:
T-PROFILE CURRICULA: This first dimension relates to the need to not only develop the knowledge, but also broader employability skills – T profile curricula. Where employability is embedded in the curriculum.
So not just something that sits outside of the curriculum, but as scaffolded, and assessed as part of the learning outcomes. MMU’s work.
Both need to start right at the beginning – the earlier the better – with induction. Hear more about an innovative approach starting with induction from Kieran next.
In the connected curricula model – the idea is that in order to produce future ready students, they need to develop as digitally literate, self-directed and self-regulated learners. So its thinking much more broadly about employability - lifelong employability is not just about getting a job, but having the skills to ensure you continue to grow and develop as professionals as they move through life.
3 elements:
T-PROFILE CURRICULA: This first dimension relates to the need to not only develop the knowledge, but also broader employability skills – T profile curricula. Where employability is embedded in the curriculum.
So not just something that sits outside of the curriculum, but as scaffolded, and assessed as part of the learning outcomes. MMU’s work.
Both need to start right at the beginning – the earlier the better – with induction. Hear more about an innovative approach starting with induction from Kieran next.
The second relates to EMPLOYER ENGAGEMENT:
Where the curriculum provides opportunities for authentic experiences, including feedback from a range of sources
Employer engagement embedded in all stages of learning and assessment, as well as design of the curriculum
Including mentors and assessorsAnd potentially co-opting alumni and make use of those connections
The third dimension relates to ASSESSMENT FOR LEARNING
Curricula adopt “assessment for learning” approaches, with
With regular formative opportunities, and feedback that is a conversation not an endpoint, focusing on feedforward that focuses on how improvements can be made.
Strong emphasis on action on feedback (& follow-up), and students reflecting on and articulating their evolving learning and employability
Students building their collections of evidence (digital artefacts)
Need for programme level views and outcomes that help students make sense of often disparate and unconnected modules, from both a discipline and employability perspective.
In the connected curricula model – the idea is that in order to produce future ready students, they need to develop as digitally literate, self-directed and self-regulated learners. So its thinking much more broadly about employability - lifelong employability is not just about getting a job, but having the skills to ensure you continue to grow and develop as professionals as they move through life.
3 elements: Plus good practice points.
T-PROFILE CURRICULA: This first dimension relates to the need to not only develop the knowledge, but also broader employability skills – T profile curricula. Where employability is embedded in the curriculum.
So not just something that sits outside of the curriculum, but as scaffolded, and assessed as part of the learning outcomes. MMU’s work.
Both need to start right at the beginning – the earlier the better – with induction. Hear more about an innovative approach starting with induction from Kieran next.
The second relates to EMPLOYER ENGAGEMENT:
Where the curriculum provides opportunities for authentic experiences, including feedback from a range of sources
Employer engagement embedded in all stages of learning and assessment, as well as design of the curriculum
Including mentors and assessorsAnd potentially co-opting alumni and make use of those connections
The third dimension relates to ASSESSMENT FOR LEARNING
Curricula adopt “assessment for learning” approaches, with
With regular formative opportunities, and feedback that is a conversation not an endpoint, focusing on feedforward that focuses on how improvements can be made.
Strong emphasis on action on feedback (& follow-up), and students reflecting on and articulating their evolving learning and employability
Students building their collections of evidence (digital artefacts)
Need for programme level views and outcomes that help students make sense of often disparate and unconnected modules, from both a discipline and employability perspective.
For each dimension, the toolkit takes each good practice point and expands on how that could be enabled.
For example, to enable assessment for learning approaches, you could consider how to embed more continual formative assessment opportunities, with feedforward that highlights how to improve, from multiple stakeholders including peers and employers; and students encouraged to actively engage and reflect on their feedback. Feedback that’s seen more as a conversation, with approaches that reflect the ongoing ways that we develop as professionals through life.
And links through to resources and case studies.
The second model helps to clarify the many different ways digital can help support student employability and future readiness.
Our speakers will highlight examples of these in practice shortly.
The toolkit highlights examples from the case studies, and benefits to both institutions, employers and learners for each.
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).
Toolkit providers overview of the main technologies that can be used; how they can be used, examples from the case studies and a table of benefits.
Examples
E.g. Glasgow Caledonian University – using wikis for collaborative problem solving with employers. S&B autos with their virtual paint spray workshop, Kieran with their employer-focused projects at induction.
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.
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.
And that’s where our breakdown of digital capabilities by employability skills more broadly comes in. There’s an overview in the toolkit, and a mindap linked from the project blog which expands these in more detail.– Page 7 of the toolkit. This can help to set digital capabilities in the context of the sorts of skills employers are looking for.
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 as part of the curriculum.
Highlight the full report
Case studies
Toolkit
All available from project page.