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Towards the Next Generation e-Learning ‘ From Career Space to GENIUS and beyond’ Professor Vassil Alexandrov University of Reading.

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Presentation on theme: "Towards the Next Generation e-Learning ‘ From Career Space to GENIUS and beyond’ Professor Vassil Alexandrov University of Reading."— Presentation transcript:

1 Towards the Next Generation e-Learning ‘ From Career Space to GENIUS and beyond’ Professor Vassil Alexandrov University of Reading

2 Addressing the ICT Skills Shortage in Europe

3 Members

4 Partners

5 University Partners

6 Skills Shortage (then) Set up in 2000 to tackle the Skills Shortage in the ICT industry

7 to identify and describe the skills requirements of the ICT industry in Europe, to assist universities and technical institutions in Europe to develop curricula matching industry’s needs, by developing curriculum guidelines, to promote an attractive image of the ICT industry and profession among people, especially among women, and to contribute to the political debate about the ICT skills needed for the development of the new economy Aims

8  13 Profiles for:  Telecommunications  Software and Services  Products and Systems  Non technical language User-friendly Profiles Communication  Deliverables:  Website  Brochure  Conference November 99  Government  Industry  Education  New Partnerships Accessible Information Activities – Phase I

9 Skills needed 21 st Century Curricula Communicate Attract talent  Clarify requirements  Broaden and deepen Skills Profiles  Analyse Skills forecasts  Establish Partnership with Universities and Technical institutions  Draft New ICT Curricula guidelines  Inform and influence debate  Disseminate results  Contribute to transforming ICT image Aims – Phase II

10 More Inclusive Increased Range Clarity  Five new role profiles  ICT Management  ICT Marketing management  ICT Sales management  ICT Project management  Research and Technology development  Updated 13 original to cover e.g.  e-Business  Knowledge working  Microelectronics  Now 18 roles spanning 124 job titles  Added ‘Type of person role would suit’ Activities – Phase II

11 More Inclusive Increased Range Clarity  Deepened profiles e.g Tech Support covers  Help desk operator to  Trouble shooter to  Disaster Recovery Specialist  Interviews updated / added  Added to brochure - with 10/18 female  Broader career path options  Cross-discipline roles  CEO career interview  Enhanced Behaviour and Skills Dictionary  Behavioural now first  New entries to reflect changes Profiles

12 More Inclusive Increased Range Clarity  Added Behavioural skills  Commercial Awareness  Innovative  Mentor  Added ‘Technical’ skills e.g.  Business Awareness  B2B  C.M.O.S  E-Commerce  Firewalls  W.A.P Profiles

13  Forecasts and survey analyses  Review methodologies  Match with National Statistics  Future forecasts Checking the numbers Supply & Demand

14 End Products Determining the future demand for ICT skills in Europe Curriculum GuidelinesJob Profiles Supply & Demand Report Website 500 Visitors per Day

15 Recommendations ~30 % ~25 % The Career Space consortium believes that the way in which engineering and computer studies students are educated should change to meet the needs of the ICT industry in the 21st century. To Universities

16 Recommendations ~30 % ~25 % A clear message, which emerges from this study, is that there is an inadequacy of official data, both in terms of its range and timeliness, relating to New Economy skills (2000). The European Commission and the Member States should ensure the adequate provision of timely and comprehensive data on ICT skills. To the European Commission & Member States Measuring Supply & Demand

17 The Situation Today 2000 The Lisbon European Council of 23 and 24 March 2000 set the European Union a major strategic goal. The Council recognised the widening skills gap, especially in information technology where increasing numbers of jobs remain unfilled and at the same time acknowledged that “every citizen must be equipped with the skills needed to live and work in this new information society” The availability of adequate information and communication technology (ICT) skills is an important condition for the competitiveness and the innovation capabilities of enterprises. The development of e-business is increasing the demand for individuals with creativity and higher- level conceptual skills. A number of sources point to significant e-skills shortages. Improving the availability of e-skills involves actions both at European and national level…  The pace & extent of change has been too slow  We still have a major ICT Skills problem  Its time to deliver results

18 Move up a Gear Our ambition is clear. We are aiming for top- class universities, highly trained and educated workforces, strong social security and pensions systems, the most competitive industries and the cleanest environment…. We can and must go the extra mile for growth and jobs.” “My overall message is clear, it is time to move up a gear”. National Reform Programmes

19 GENIUS- Generic E-Learning Environments and Paradigms for the New European ICT Curricula Funded by the EC e-Learning Initiative Prepared by the GENIUS consortium

20 Partners: University of Reading, UK University of York, UK Trinity College, Ireland University of Thessaloniki, Greece University CarlosIII Madrid, Spain University of Ulm, Germany INSA LYON, France University of Linkoping, Sweden INESC Porto, Portugal Support IT, UK IBM, UK & Europe Intel, Ireland ICEL, Belgium e-Skills, UK Philips Semiconductors, UK

21 THE APPROACH: New Curricula Development Guidelines (Career Space ) PanICT – 4 partners – York (Tony Ward). Trinity College – non-traditional learners since University Carlos III-Madrid, multidisciplinary degrees. University of Reading, CCF + European MSC (8 partners) since IBM, Intel, Support IT and Philips – long corporate e-learning experience

22 THE APPROACH: Pedagogy Technology Organization

23 New ICT Curricula Delivery New Learning Environment E-Learning Platforms Strand 1 FCD Strand 2 SCD Strand 3 Multidiscipl. Strand 4 Non- traditional Strand 5 Training Common Curricula New Collaborative e-Learning platform GeniusFramework

24 Core Modules Area Specific Core & Elective modules Elective Modules Job Profiles GENIUS Curricula Structure

25 Pedagogical approach, Student Centered Collaborative Learning Experiment Emphasis on team workEmphasis on team work Dependent on team partners activitiesDependent on team partners activities Involves individual activities combined,with discussion all along the learning processInvolves individual activities combined,with discussion all along the learning process Lecturer states goals and is a moderatorLecturer states goals and is a moderator Discussions are very important and take a lot of timeDiscussions are very important and take a lot of time

26 Learning is built around learning communities Technologies CommunitiesKnowledge Peter Revill, GENIUS pedagogical report, Dublin Sept.2003

27 Pedagogical Approach Translating into Practice T CK Acquiring Skills Constructing K + U New Practices (Ways of deploying knowledge and skills in specific social contexts) Learning Processes T CK Utilizing Digital Tools Using Digital Communicatio ns Media Using Digital Resources Shared Knowledge Or skills based activities in an on-line Community of Practice e-Learning Processes Peter Revill, GENIUS pedagogical report, Dublin Sept.2003

28 Mode of delivery: Diverse user groups Collaborative Preparation and sharing of material Collaborative Learning Contributing to Communities of Practice

29 The e-Learning environments : Support IT – LearnLinc Intel – Intel ® Content Distribution software University of Reading – CCF & Coco IBM – Learning Spaces

30 Coco

31 Achievements: Synergy of Pedagogy Technology Management of Organizational Change

32 Achievements: Added value: Common educational goals Trans-national team work for the learners Efficient teacher – learner interaction between the Universities Teachers share best expertise

33 Sustainability: Uptake by the consortia Expanding the consortium Offer flexible collaborative e-learning environment

34 Sustainability: E-LANE project (open source) E-Tutor project Consortium expansion Establishing programs in partner institutions

35 Implementation Costs: Need critical mass to share the costs Need to share the effort If using proprietary software you are bound to a certain view + cost of the software If using open source you have to support the development and deployment but the rest is free

36 Way Forward: Having critical mass (cost + effort) Joint development & sharing Flexibility + variety Virtual Organizations approach

37 E-LANE E-LANE is constituted by educational institutions from both Europe and Latin America, which together have the following objectives: Pedagogical Models for adaptable educational programs. High-quality, low-cost distance-learning technology. Effective Course, Activity and Evaluation Design Methodologies for efficient learning, long-term retention of knowledge, abilities, competencies and skills. Innovative Courseware Design Guides. Advantages of the use information technology mediated distance learning: Reduced costs allowing the results to be replicated and spread. Widen the reach of the benefits of high quality education. Eliminate space and time barriers. Improve the efficiency of the learning process. Promote the information society (e-learning, e- government, e-health, e-economy, e-science, e-inclusion).

38 E-LANE METHODOLOGY Educational Model Knowledge Domain (Knowledge Structure Model) Subjects (Students and Teachers Model) Processes (Course Design Model) Contexts (Implementation Model) Digital Content and Technology Outcomes Created meta-models for e- learning and innovative teaching methodology (the book will be published next year). Developed further and customised multilingual version of the open source software environment for e- learning dotLRN. Implemented various scenarios of e-learning based on the diverse experience of the demonstrators and from the outreach activities.

39 E-Learning & Curricula Development Vassil Alexandrov, Nia Alexandrov, Eve Marie Larsen Research Focus 1.Novel Methodology for collaborative e- learning 2.Collaborative tools facilitating collaborative learning 3.Educational experiments to validate the methodology and the software developed 4.Evaluation and dissemination Knowledge Domain (Knowledge Structure Model) Subjects (Students and Teachers Model) Processes (Course Design Model) Contexts (Implementation Model) Digital Content and Technology technology pedagogy organisation Educational Model Methodology Model Integration of open software e-learning platform; design of an innovative teaching methodology; integration of course content with the goal of providing the society with low cost educational material to reduce the digital divide and enhance life long learning. New Curricula content development, based on the New ICT Curricula guidelines proposed by the Career Space consortium; investigation of different innovative instruction/content delivery mechanisms; development of pilot European collaborative e-learning environment; evaluation and validation of the approaches and dissemination of the results. Developed generic skills profiles relevant to key jobs in ICT; Academia and Industry across Europe developed new ICT curricula guidelines to match the skills profiles and meet the needs of Europe’s ICT industry. Centre for Advanced Computing and Emerging Technologies

40 MSc in NCC & EMMSC NeBCC High Performance Computing E Com E-learning Business App S Eng HCI visualisatio n Cybern etics simulations Computational Science Data Communications Networking GridComputing Collaborative computing VO


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