Closing the digital learning skills gap
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Presents the final results of the EU's eVirtue project, which looked at ways in which the digital learning skills gap could be addressed.
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Closing the digital learning skills gap
- 1. Closing the digital learning skills gap CLIVE SHEPHERD AND MARGARETHA MAZURA, WORLD OF LEARNING, BIRMINGHAM, SEPTEMBER 29, 2015
- 2. What we mean by digital learning Using computing devices and data networks to support learning Stand-alone or blended Formal or informal Fixed or mobile Live or self-paced Individual or collaborative Small-scale or massive
- 3. Why digital learning matters To organisations it offers: Cost-efficiencies Flexibility Scalability Accessibility Environmental benefits For learners, the benefits can be seen every day and at every age …
- 7. LPI research warns of L&D/technology gap Donald H Taylor, Chairman We are shifting towards that long-predicted greater use of learning technologies, but at a far slower pace than the hyperbole would have us believe. “ ” Learning and Performance Institute, Annual Report on Workplace Learning, August 2015.
- 8. Skills do not match strategic priorities L&D: Evolving Roles, Enhancing Skills, April 2015
- 9. The eVirtue project First the team defined six core roles in digital learning … The project team consists of seven partners from five countries: Wroclaw University of Economics - Poland Euproma – Germany EMF - The Forum of e-Excellence - EU Maison de la Promotion Social (MPS) - France Hellenic Open University - Greece DEKRA Akademie – Germany Onlignment - UK
- 10. The role profiles The role profiles describe six processes in digital learning: Architecting a digital learning strategy Designing blended learning solutions Developing digital learning content (as a specialist) Developing digital learning content (as a trainer) Facilitating virtual classroom sessions Online tutoring ArBlCoCoFaTu
- 11. ` Ar Peter, head of learning and development, auto manufacturer Alexandra, learning technology manager, vocational training college
- 12. Winifred, learning and development consultant, retail bank Anton, curriculum designer, vocational college Bl
- 13. Lucy, instructional designer, content development company Karol, content designer and developer, vocational college Co
- 14. Amelie, trainer, IT training company Nicolas, leadership training specialist, health authority Co
- 15. Frank, customer trainer, engineering company Janet, employee communications specialist, government department Fa
- 16. Astrid, online MBA tutor, business school Asif, graduate trainee manager, pharmaceutical company Tu
- 17. Evaluation of the role profiles The role profiles were evaluated by 47 people from four countries, including training providers and educational institutions, vendors, professional associations and consultants.
- 19. The role profiles For each role, we define the following: An overview of the role The mission of the role Deliverables (accountable for / responsible for / contributes to) Main tasks A description of the environment in which the role operates Key performance indicators
- 20. The training guidelines For each role, we went on to define the following: Suggested learning units / modules Learning outcomes Best practice methods Reading and other references
- 21. Evaluation of the training guidelines The training guidelines were evaluated by seven experts from the UK, France, Germany, Austria and Poland.
- 22. How can the role profiles be used? The role profiles can be used to support: the preparation of job descriptions recruitment the assessment of learning needs the design of training programmes
- 23. See for yourself STAND A195 http://www.e-jobs-observatory.eu/focus_areas/e-learning
Notes de l'éditeur
- This girl is doing her school project, making use of resources on the Internet such as Google and Wikipedia.
- This man is a keen do-it-yourself enthusiast and is currently checking out how to hang wallpaper properly using YouTube videos.
- This woman has started reading e-books on her Kindle. And she is studying online for a history degree. All her lectures and study materials are in the form of digital content and she interacts with other students online.
- Peter is Head of Learning and Development for an automobile manufacturer. As part of his responsibilities for this position, he has been undertaking a strategic review of the way in which his organisation makes use of learning technologies, in conjunction with external consultants. Alexandra is the newly-appointed Learning Technology Manager for a college that provides vocational training. Her responsibility is to engage with key stakeholders in order to transform the way that the college delivers its courses, in particular for overseas students.
- Winifred is a learning and development consultant responsible for addressing the learning needs of one division of a major bank. She meets with line managers and analyses their requirements before putting together proposals for solutions for their approval. In doing this she may consult with the bank’s learning technology department to see how digital learning might help to address the problem. Anton is responsible for designing the curricula for a new series of vocational courses to be provided on a blended basis by a college. He is working with the faculty to develop outlines for each course, including specifications for any new digital learning content that will be required.
- Lucy works for a specialist content development company. She moved into this position as a graduate trainee having studied English and media. Her job involves working with customers, mostly large businesses and public sector organisations, to design digital learning programmes for the customer’s employees. Within her organisation, she works alongside other specialists, including graphic designers and software engineers, to develop highly-interactive programmes. Karol works as a designer and developer within the learning technologies department of a large vocational training college. He works with academic staff and the college’s media department to develop sophisticated interactive content that is required for use within the courses provided by the college.
- Amélie is a trainer working for a small IT training company. To support her courses, she develops short software demonstrations and online documentation that her students can use for reference after they have completed their courses. She also develops quizzes that students use to check their progress during her courses. Nicolas is a learning and development specialist responsible for providing leadership training for a large employer. He has been assembling a library of simple interview videos in which managers discuss their roles as leaders.
- Frank is a trainer working for an engineering company, providing technical training for the company’s customers around the world. He runs a series of webinars providing information for customers about new product developments. Using the same software, he also runs intensive small-group instructional sessions for maintenance engineers. Janet works in employee communications for a government department. She is responsible for facilitating a series of panel discussions involving senior managers and specialists for the benefit of the department’s employees.
- Astrid is the tutor responsible for a two-year online MBA programme run by a business school. She acts as the primary focal point for all student communications and makes sure the programme runs smoothly. She grades assignments and moderates collaborative activities. As part of the programme she facilitates a series of webinars featuring professors from the school and managers from business. Asif manages a one-year graduate trainee scheme for a multinational pharmaceutical company. This is a blended programme that includes face-to-face events as well as individual and group assignments that are conducted online. Asif monitors all aspects of the programme and looks to make sure that all of the trainees successfully complete the programme.