Session 3 t
-
Upload
casey-perez -
Category
Documents
-
view
40 -
download
2
description
Transcript of Session 3 t
Mervyn JonesCentre for Professional Development © Imperial College London 2005 1
Session 3 t
Mervyn Jones
Imperial College London
Technology Enhanced Professional Learning
Athens, 19 - 20 December 2005
Mervyn JonesCentre for Professional Development © Imperial College London 2005 2
Introduction
In this session I hope to initiate discussion from the perspective of learners, specifically with respect to:-
• Employability
• Flexibility and survivability of European citizens
• New Paradigms of learning
• Continuing Professional Development
Mervyn JonesCentre for Professional Development © Imperial College London 2005 3
Employability (Some factors which influence it)
• Globalisation
• Growth in developing world (especially China and India)
• International competition
• Changing competitive position of Europe (e.g. manufacturing)
• Communications and Information Technology
• Availability of labour, labour mobility, labour flexibility
• Possession of appropriate skills
• European expectations on health and pensions
• Increased longevity and changing demographic distributions
Mervyn JonesCentre for Professional Development © Imperial College London 2005 4
Mervyn JonesCentre for Professional Development © Imperial College London 2005 5
Imperial College’s non-UK Students
Greece 399Malaysia 371France 251Singapore 246Germany 194Nigeria 126Italy 125India 123
In 04/05 from a total student population of 11,152, of which 30% were postgraduate, split 50/50 between Masters and Doctoral studies, 2,959 were from overseas. The principal countries of origin were
Mervyn JonesCentre for Professional Development © Imperial College London 2005 6
Imperial College’s non-UK Student league
Ah yes…….How could I forget…………
We also have 874 from China!
Mervyn JonesCentre for Professional Development © Imperial College London 2005 7
Employability (Some factors which influence it)
• Globalisation
• Growth in developing world (especially China and India)
• International competition
• Changing competitive position of Europe (e.g. manufacturing)
• Communications and Information Technology
• Availability of labour, labour mobility, labour flexibility
• Possession of appropriate skills
• European expectations on health and pensions
• Increased longevity and changing demographic distributions
Mervyn JonesCentre for Professional Development © Imperial College London 2005 8
Flexibility and Survivability of European Citizens
• Move to progressively larger economic units, e.g. companies, trading areas, retail outlets, universities, etc. etc.
• To remain competitive - need to move up the economic chain
• Enhanced efficiency: a more flexible, skilled, entrepreneurial workforce
• Increasingly need to understand other cultures – both within Europe and elsewhere
• Understand/evaluate educational systems
Mervyn JonesCentre for Professional Development © Imperial College London 2005 9
New Paradigms of Learning
• Initial education is ‘changing’
• Students more output oriented and measured
• Need to define terms: learning, education, training, professional development
• What is the role of IT, - is this appropriate?
• (Do not under-estimate the importance of basic optically oriented knowledge systems)
• Personal view – inter alia, initial education must be seen as laying the groundwork for continuing education
Mervyn JonesCentre for Professional Development © Imperial College London 2005 10
Agendas for Change
• Governments – with economic problems to solve
• Individuals - for career flexibility
• Commercial organisations (e.g. media, publishing) – looking to extend in different ways
• Companies forming ‘corporate universities’
Mervyn JonesCentre for Professional Development © Imperial College London 2005 11
Mervyn JonesCentre for Professional Development © Imperial College London 2005 12
Dichotomies in Teaching and Learning
• Breadth vs depth, with constraints on resources and time
• Coherent bodies of knowledge and employment needs
• CPD and LLL have an impact on initial education
• Need to give attention to the whole educational process, as to what is taught when and the role of hard and soft skills
• We need to place CPD on a more formal basis than hitherto
Mervyn JonesCentre for Professional Development © Imperial College London 2005 13
Continuing Professional Development
Driving Factors
• Obsolescence of existing knowledge
• Generation and expansion of new knowledge
• Completion of initial education
• Changing labour market
• Changing career needs
Mervyn JonesCentre for Professional Development © Imperial College London 2005 14
What is CPD ?
CPD can take many forms:-Self study,Attendance at courses and conferences,Work place learning, Formalisation of professional learning (e.g. recording),Mentoring,Writing, etc.
It is influenced by many constituencies:-Employers, Professional institutions, individuals,
providers, government.
Mervyn JonesCentre for Professional Development © Imperial College London 2005 15
Characteristics of the ‘Ideal’ Professional
• Sound knowledge of basics underpinning field
• Level of expertise in a coherent major technical discipline
• Recognition of the limits to personal knowledge
• Willingness to learn
• Good communication skills
• Operate in a professional and ethical way
• Appreciate international dimensions
• A commitment to CPD or Life Long learning
The competent professional
Mervyn JonesCentre for Professional Development © Imperial College London 2005 16
Knowledge – academic, a pre-requisite, assessed by examination
An Understanding of Competence
Mervyn JonesCentre for Professional Development © Imperial College London 2005 17
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge, assessed practically
An Understanding of Competence
Mervyn JonesCentre for Professional Development © Imperial College London 2005 18
Commander, who has a castle under siege, interviews a new officer and asks “What’s your relevant experience here?”
“Well……. ” the officer replies
Mervyn JonesCentre for Professional Development © Imperial College London 2005 19
“I’ve never actually stormed a castle,
- but I have taken a bunch of siege management courses”
Mervyn JonesCentre for Professional Development © Imperial College London 2005 20
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge, assessed practically
An Understanding of Competence
Mervyn JonesCentre for Professional Development © Imperial College London 2005 21
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge assessed practically
Attitude – approach to activity assessed by interaction/observation
An Understanding of Competence
Mervyn JonesCentre for Professional Development © Imperial College London 2005 22
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge assessed practically
Attitude – approach to activity assessed by interaction/observation
Competence – the skilled deployment of knowledge with appropriate attitude
An Understanding of Competence
Mervyn JonesCentre for Professional Development © Imperial College London 2005 23
Knowledge – academic, a pre-requisite, assessed by examination
Skill - ability to undertake a task, requires relevant knowledge, assessed practically
Attitude – approach to activity assessed by interaction/observation
Competence – the skilled deployment of knowledge with appropriate attitude
An Understanding of Competence
Competence is sought by employers, hired from employees, developed by diverse routes and upheld by professional institutions
Mervyn JonesCentre for Professional Development © Imperial College London 2005 24
The Evolution of CPD
Recognise the diversity of CPD activities and note the time spent on activities
Maintain a record of what, why and outcome of all CPD activities
CPD activity has to underpin or develop a competence – useful for work situation where learning has specific outcome – e.g. surgeon or airline pilot
Still no measure of effectiveness
No measure of motivation, planning, or quality
Needs to be developed for many professions
Mervyn JonesCentre for Professional Development © Imperial College London 2005 25
Disruption in Technologies
• How did we view the first steam ships, robots, ATM cash dispensers?
How do we view them now?
• How did we react to stereo photography, to audio cartridges, to the first laser disks?
How do we view them now?
• IT has had a profound affect on manufacturing, agriculture, banking. Disruption has played an important role in this process Is IT a disruptive element for education?
Mervyn JonesCentre for Professional Development © Imperial College London 2005 26
The Challenge of Disruption
Don’t bother me now – can’t you see I’m busy trying to win this battle
Mervyn JonesCentre for Professional Development © Imperial College London 2005 27
Don’t bother me now – can’t you see I’m busy trying to win this battle!!
The Challenge of Disruption
Mervyn JonesCentre for Professional Development © Imperial College London 2005 28
Disruption in Education
• The tools that assist in the delivery of face-to-face education progressively evolve. The evolution from radio, > TV, > PCs, > www highlights changing support vehicles
• In parallel there has always been distance education, via correspondence courses, > the Open University, > TV, > VHS, > the WWW……..
• There are horses and there are courses, Selecting the horse for the course is the key
• We need to evaluate carefully the disruptive influences in education
Mervyn JonesCentre for Professional Development © Imperial College London 2005 29
Example courses
Mervyn JonesCentre for Professional Development © Imperial College London 2005 30
Epidemiology of Infectious Diseases
• 21 participants• 13 from overseas• 16 held PhDs• 2 held professorships
• Well known faculty
Teaching at an Advanced Level
Mervyn JonesCentre for Professional Development © Imperial College London 2005 31
Appraisal of mineral projects
Mervyn JonesCentre for Professional Development © Imperial College London 2005 32
Risk in the Minerals Industry
• Minerals remain central to economic development. • Coal is an essential fuel.• Gold is a unique economic indicator, etc. • Significant risk elements are associated with minerals projects:-
Financial risk; Technical risk; Environmental risk; Legal risk andCorporate reputation.
• Courses address these issues to meet professional needs.
Mervyn JonesCentre for Professional Development © Imperial College London 2005 33
Several different courses have addressed issues in Minerals Appraisal
Mervyn JonesCentre for Professional Development © Imperial College London 2005 34
S.E. Asia + Australasia
N & W Africa
Southern Africa
UK
S. America
W. Europe N. America
E. Europe
Middle East
Minerals Appraisal Courses in London – Geographic Participant Origins
Participant origins of first 600 participants from over 60 different countries.
Mervyn JonesCentre for Professional Development © Imperial College London 2005 35
Supported by a Virtual Learning Environment(On-line access to all material before and after the course)
Mervyn JonesCentre for Professional Development © Imperial College London 2005 36
E-learning on a professional web site
Mervyn JonesCentre for Professional Development © Imperial College London 2005 37
A Changing Educational Structure
Education Career
Years
Daily Activity
Family, leisure etc
after Lee & Messerschmitt, Proc IEEE (1999)
Mervyn JonesCentre for Professional Development © Imperial College London 2005 38
Education Career
Years
Daily Activity
Family, leisure etc
Family, leisure etc
Years
Daily Activity
Education
Family, leisure etc
A Changing Educational Structure
after Lee & Messerschmitt, Proc IEEE (1999)
Mervyn JonesCentre for Professional Development © Imperial College London 2005 39
Educational Challenges
• Global mobility will be a facet of employment patterns - Do current educational systems reflect this sufficiently?
• Are educational systems seen in a sufficiently holistic - from those starting - to professionals - to employers?
• Do they reflect the needs of the learner at all stages• Do our curricula meet the needs of employers - to what
extent should employers influence the nature of the curriculum - if so do they have a sustainable vision?
• Is it appropriate to consider first cycle education without reference to what follows, integration with CPD?
• Have we ‘thought through’ the role of IT in education
Mervyn JonesCentre for Professional Development © Imperial College London 2005 40
Reflection
• Factors affecting employability• Globalisation• Survivability and flexibility of European
citizens• New educational paradigms – raised
questions about the role of technology• CPD highlighting international
responses and the role of the VLE
Mervyn JonesCentre for Professional Development © Imperial College London 2005 41