"21st Century Professional Development – Bridging the Gap Between Higher Education and Working Life".
Full paper presentation with Hanna Teräs (www.hannateras.com) at AACE E-Learn 2010, Orlando Florida.
Incoming and Outgoing Shipments in 3 STEPS Using Odoo 17
21st Century Professional Development – AACE E-Learn 2010
1. 21st Century Professional
Development
Bridging the gap between
higher education and working life
Tampere University of Applied Sciences Digital_Alpaca
Hanna Teräs Marko Teräs
AACE e-Learn 2010 – Orlando, Florida
6. 21st century skills
• Subject matter independent
skills needed in knowledge
society working environment
• Learning and innovation skills
• Digital literacy skills
• Career and life skills
Trilling & Fadel (2009)
Image: Seier+Seier
10. WHO CAN HELP?
1. Inside universities: teachers who are skilled in
using new technology and have personal interest
towards it (good, but not enough!)
2. Expertise from outside the university: young
entrepreneurs and digital natives
11. ?
Writing the
project report
Preparing and
giving a
presentation
Independent
group formation
SWOT analysis
Topic selection:
Project management
/webconferencing
software
Authentic
project plan
Independent
team work,
free-choice tools
Online teaching
and mentoring
Project meeting
and consultation
18. How: Presentation + Workshop with coaching methods
Outcome: "We need to teach this, but don't know how."
Conclusion: Study module made by the entrepreneur.
University coaches included in the iteration process
through shared Google Docs.
Starting point:
Teachers’ workshop –
Dec 2009
22. Topics:
1. Basics in Social Media & 21st century skills,
Self-development
2. Personal branding & Networking
3. Social media in employment & How companies use
social media (from marketing to inner communications)
The Study Module – 2010
23. The Study Module – 2010
2 assignment examples
from the group sessions
24. “Gather your group's travel program
to a single Google Doc together with
the group.
You can determine what's in it, who
creates it, shares it to others and
how you share the responsibilities.
Only thing important is that you
manage yourself in the trip.”
1. A Field Trip to another country
25. • In most cases, the students were amazing and fast with
the assignment.
• Students helped each other in the group.
• Some coaches knew what to do and let go of telling or
directing the students too much. Some coaches acted like
teachers.
• Some coaches less familiar with Google Docs were
positively surprised how well it worked and wanted
themselves to learn it better in the future.
Outcomes
26. “Imagine the job of your dreams. Start planning your
strategy how to get it, through building your personal
branding base, e.g. showing what your interests are and
what you are good at.
Possibilities: blogging, searching and networking with
people through social media, participating in
professional online networks and creating for example
LinkedIn profile as your organic CV.”
2. Personal branding
27. • For some students (and coaches) the assignment seemed
a bit vague.
• A coach: "For me this kind of openness feels a bit uneasy.
People can see, if you are searching for a job and see
everything that you are doing."
• Some people don't want to create online profiles and leave
anything personal in the Internet.
Outcomes
29. • The guest trainer was someone from the "real world" and
knew the topic well from many angles.
• Possibility for the students to get mentoring during the
module through email & social media – could’ve used it
more.
• The coaches learned with the students.
• From every group there was someone who had used the
technology a bit more than others – group help.
Advantages
30. • Two groups got valuable information from the guest
trainer which they implemented in their projects for actual
companies.
• Some of the students got valuable information for self-
development. New contacts through the guest trainer
which started new projects.
These happened with students who were proactive and
had inner motivation
Real-life advantages
31. • The usual teaching method in the department is based on
regular teaching and classes. Coaching methods and open
ended assignments were sometimes hard to grasp.
• "Don't make me think" attitude.
• "Are we becoming the tech support?"
• Dialogue with the trainer and coaches – more
collaborative iteration could’ve occurred.
Challenges
32. Challenges
"This method is pedagogically right, but the
students need control and someone to tell
them clearly what to do."
33. CONCLUSIONS
The change is deeper than simply a set
of new tools: teaching technologies is
not enough.
Students don’t learn to use social media
for professional purposes on their own.
Expertise from outside the university
can be integrated in university teaching
in a meaningful way.
Staff in-work coaching and integrating
technology in existing activities -> more
sustainable outcomes than traditional
staff training and workshops
CONCLUSIONS