Presentation to INTO group in Tullamore Co Offaly 23rd of October 2008

1. Skills and Competence
A Lifespan Perspective

2. LEO CASEY
INTO 22 OCTOBER 2008
Centre for Research and Innovation in Learning and Teaching National College of Ireland

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

4. 8-10
Digital
Literacy
in
Primary
Schools
(DLIPS)
Centre for Research and Innovation in Learning and Teaching National College of Ireland

5. 8-10 25-45+
Digital Knowledge
Literacy Economy
in Skills
Primary Passport
Schools (KESP)
(DLIPS)
Centre for Research and Innovation in Learning and Teaching National College of Ireland

6. 8-10 25-45+ 45-65+
Digital Knowledge Pathways to
Literacy Economy Competence
in Skills (Know IT)
Primary Passport
Schools (KESP)
(DLIPS)
Centre for Research and Innovation in Learning and Teaching National College of Ireland

7. Knowledge Economy Skills Passport
(KESP )Target Group

8. Knowledge Economy Skills Passport
(KESP )Target Group
Pat Nolan

9. Knowledge Economy Skills Passport
(KESP )Target Group
Age 29
Pat Nolan Production operator for 12 years
Now section supervisor
Intermediate/Junior Certificate
Computer competent
Has 36 more years at work

10. Knowledge Economy Skills Passport
(KESP )Target Group
Age 29
Pat Nolan Production operator for 12 years
Now section supervisor
Intermediate/Junior Certificate
Computer competent
Has 36 more years at work
Think what has changed in the 36 years since 1972!

11. 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

12. You will get:
HETAC
Level 6
Special Award (10 credits)

13. Content
5
Modules
What is the Knowledge Information and Knowledge in
Economy the Knowledge Economy
Innovation in the Knowledge Business Fundamentals of the Intrapreneurship/Entrepreneurship in the
Economy Knowledge Economy Knowledge Economy Enterprise

14. New Skills for a New Economy
Solution oriented thinking
Gathering information
Communicate
Collaborate
Present
Centre for Research and Innovation in Learning and Teaching National College of Ireland

15. 5 Competences
Solution Oriented Thinking
Present
Gather information
Collaborate
Communicate

16. 5 Competences
Solution Oriented Thinking
Present
Gather information
Collaborate
Communicate

17. Inquiry Cycle
Centre for Research and Innovation in Learning and Teaching National College of Ireland

18. Inquiry Cycle
ASK
Centre for Research and Innovation in Learning and Teaching National College of Ireland

19. Inquiry Cycle
ASK
Investigate
Centre for Research and Innovation in Learning and Teaching National College of Ireland

20. Inquiry Cycle
ASK
Investigate
Create
Centre for Research and Innovation in Learning and Teaching National College of Ireland

21. Inquiry Cycle
ASK
Investigate
Discuss Create
Centre for Research and Innovation in Learning and Teaching National College of Ireland

22. Inquiry Cycle
ASK
Reflect Investigate
Discuss Create
Centre for Research and Innovation in Learning and Teaching National College of Ireland

23. 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.

24. 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!”

25. DLIPS KESP Know IT
Inquiry Cycle and Inquiry/Problem
Theory Social Practice
Social Practice Based Learning
Primary class Blended learning in e-learning plus
Context
projects the workplace tutorials
What are the
Conceptual Why do adults choose
Knowledge Economy
framework? digital competence ?
Questions Skills?
Engagement? What mechanisms do
How can we teach
Print literacy they use?
them?

26. DLIPS KESP Know IT
Inquiry Cycle and Inquiry/Problem
Theory Social Practice
Social Practice Based Learning
Primary class Blended learning in e-learning plus
Context
projects the workplace tutorials
What are the
Conceptual Why do adults choose
Knowledge Economy
framework? digital competence ?
Questions Skills?
Engagement? What mechanisms do
How can we teach
Print literacy they use?
them?

27. Making Computers Part of your Life

28. Making Computers Part of your Life

29. 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”

30. 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

31. 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
“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

32. 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
“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”
“Not only can I book my holiday online,
I can email the kids when I’m travelling Mark, 45, Carpenter
and send them photos. These
computers are marvellous”
Bernadette, 38, Cleaner

33. Course Structure
Know IT
Computer Using Using Using
Basics the Web email Word

34. Course Structure
Know IT
Computer Using Using Using
Basics the Web email Word

35. Economics and Skills
Centre for Research and Innovation in Learning and Teaching National College of Ireland

36. Economics and Skills
Skills 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.
Centre for Research and Innovation in Learning and Teaching National College of Ireland

37. Economics and Skills
Skills 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
Centre for Research and Innovation in Learning and Teaching National College of Ireland

38. Economics and Skills
Skills 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
Centre for Research and Innovation in Learning and Teaching National College of Ireland

39. Economics and Skills
Skills 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
Centre for Research and Innovation in Learning and Teaching National College of Ireland

40. Economics and Skills
Skills 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
Centre for Research and Innovation in Learning and Teaching National College of Ireland

41. 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.
Centre for Research and Innovation in Learning and Teaching National College of Ireland

42. Connecting Perspectives
Organisational Individual
Instructional
Centre for Research and Innovation in Learning and Teaching National College of Ireland

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

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

45. 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
BEN outs
and wants to be able to book
holidays on the net
Centre for Research and Innovation in Learning and Teaching National College of Ireland

46. Tracy’s story
I 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.
Centre for Research and Innovation in Learning and Teaching National College of Ireland

47. 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...
Centre for Research and Innovation in Learning and Teaching National College of Ireland

48. Deci and Ryan’s Self-Determination
Theory
Autonomy
I decided to try...
Belonging
We work as a team
Competence
I can do it myself
Centre for Research and Innovation in Learning and Teaching National College of Ireland

49. AUTONOMY
BELONGING
COMPETENCE
Centre for Research and Innovation in Learning and Teaching National College of Ireland

50. Inquiry Cycle
ASK
Reflect Investigate
Discuss Create
Centre for Research and Innovation in Learning and Teaching National College of Ireland

51. DLIPS KESP Know IT
Inquiry Cycle and Inquiry/Problem
Theory Social Practice
Social Practice Based Learning
Primary class Blended learning in e-learning plus
Context
projects the workplace tutorials
What are the
Conceptual Why do adults choose
Knowledge Economy
framework? digital competence ?
Questions Skills?
Engagement? What mechanisms do
How can we teach
Print literacy they use?
them?

52. Goals
Draw 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 .
Centre for Research and Innovation in Learning and Teaching National College of Ireland

53. Digital Literacy
Literacy as social
Literacy as skills....
practice.....
individual’s have or have associated with situations
not not individuals
specific to technology or
shared meaning
software
emphasis on tasks and
measured by tests
activities
qualitative research qualitative research
Centre for Research and Innovation in Learning and Teaching National College of Ireland

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

55. Pedagogical Content Knowledge
CONTENT PEDAGOGICAL
KNOWLEDGE KNOWLEDGE
C PCK P
,
MISHRA AND KOEHLER 2006, TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE: A FRAMEWORK FOR TEACHER KNOWLEDGE TEACHERS
Centre for Research and Innovation in Learning and Teaching National College of Ireland
COLLEGE RECORD VOLUME 108, NUMBER 6, JUNE 2006, PP. 1017-1054

56. Technology Pedagogical Content
Knowledge (TPCK)
CONTENT PEDAGOGICAL
KNOWLEDGE KNOWLEDGE
C P
T
TECHNOLOGY
KNOWLEDGE
Centre for Research and Innovation in Learning and Teaching National College of Ireland

57. The Framework
Ecology of Activities
Project
Student Teacher Print Media
Ask
Investigate
Create
Discuss
Reflect
Centre for Research and Innovation in Learning and Teaching National College of Ireland

58. The Framework
Ecology of Activities
Project
Student Teacher Print Media
Ask
Investigate
Create
Discuss
Reflect
Centre for Research and Innovation in Learning and Teaching National College of Ireland

59. The Framework
Ecology of Activities
Apple Pie
Project
Student Teacher Print Media
Ask xx x xx
Investigate xx xxx
Create xxxxx
Discuss xxxxx
Reflect x xx xx
Centre for Research and Innovation in Learning and Teaching National College of Ireland

60. 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.
Centre for Research and Innovation in Learning and Teaching National College of Ireland

61. Inquiry Cycle
ASK
Reflect Investigate
Discuss Create
Centre for Research and Innovation in Learning and Teaching National College of Ireland