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Work Ready Skills and Planning Your Career is a new subject taught online to 110 second year undergraduate students across four faculties and five campuses. The subject content was published in the LMS, with additional technologies being employed to further engage students, such as building a webfolio in PebblePad and the use of Blackboard Collaborate to hold fortnightly webinars. Students were encouraged to approach the subject as a self-paced one, with assessment tasks and webinars scheduled in such a way as to provide structure to enable completion of the learning activities on time. In this presentation, we will describe the design of the subject and reflect on the effectiveness of the teaching and learning activities and technologies used. We will also discuss the preliminary results of a pilot study measuring the Career Decision Self-Efficacy (CDSE) of students at the start and end of semester. Career Decision Self-Efficacy has been used in previous studies as a measure of the effectiveness of career development interventions.
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latrobe.edu.au/students/careers CRICOS Provider 00115M
Title of presentationName of presenterTitle of presenter School / Faculty / Divisionxx Month 201x
Teaching Work Ready Skills OnlineJason Brown & Geoffrey GuilfoyleCareer Development Centre7 December 2012
@onejasonbrown#ctlc2012
Overview of HUM2WRS
3CAREER DEVELOPMENT CENTRE | La Trobe University
Background
• Invited by HUSS to develop 2 careers subjects (HUM2WRS & HUM3TRC) for the Work Ready BA
• Specifications:
• HUM2WRS to be taught online
• Reflect on development of employability skills
• Incorporate the use of ePortfolios
4CAREER DEVELOPMENT CENTRE | La Trobe University
Developing the subject
BASED ON CAREER DEVELOPMENT FRAMEWORKS
• Self-Awareness; Opportunity Awareness; Decision Making; Transition Learning (DOTS) (Watts, 1977)
• Australian Blueprint for Career Development (ABCD) (MCEEDYA, 2006)
AIM TO PREPARE STUDENTS TO:
• Reflect on development of employability skills
• Understand how employers recruit & select staff
• Participate in career planning activities
5CAREER DEVELOPMENT CENTRE | La Trobe University
The Design
SELF-PACED ONLINE SUBJECT
• All about the student, so makes sense to be self-paced
• Generic content – evidence-based information; frameworks & theories
TEACHING & LEARNING ACTIVITIES
• All linked to assessment tasks
• Analysis of employability skills; LinkedIn profile; building new networks; informational interview; collecting labour market information
ASSESSMENT TASKS
• Authentic tasks – job application; job interview; career portfolio
6CAREER DEVELOPMENT CENTRE | La Trobe University
The Design
LEARNING MANAGEMENT SYSTEM
• 8 topics (to break the link from traditional week structure)
• LMS as a resource space – all activities, readings, videos, podcasts, webinars, & assessment tasks accessible from the LMS
• All content set up and accessible from 1 week prior to start of semester
INDUCTION WORKSHOP
• 2 hour workshop held at Bundoora and repeated as webinar
• Introduced students to staff, structure of subject, expectations, etc
7CAREER DEVELOPMENT CENTRE | La Trobe University
The Design
SUPPORTING STUDENTS
• Assessment tasks scheduled to keep students on track
• Webinars (using Blackboard Collaborate) used to answer questions, explore concepts in more detail, communicate requirements of assessments
• Discussion boards & weekly announcements
• Opportunities for feedback through formative assessment
8CAREER DEVELOPMENT CENTRE | La Trobe University
The Students
Campus Enrolment
Albury-Wodonga 10
Bendigo 35
Melbourne 55
Mildura 3
Shepparton 7
Faculty Students
FBEL 44
HUSS 27
FHS 21
FSTE 18
Reflections & Feedback
10CAREER DEVELOPMENT CENTRE | La Trobe University
Observations & Reflections
• While most students completed the readings and tasks in line with ‘traditional’ semester timelines, some students did the work in ‘chunks’
• For some students, significant challenge - no single set textbook
• Students using different methods to query, check expectations – Q & A forums, webinars, emails to lecturers
• Importance of providing structured interaction using various channels – in future, provision of more regular webinars, more regular short quizzes. Balance between structure and flexibility.
• Need to tighten Assessment tasks – written application task contained too many variables – difficult to manage online
11CAREER DEVELOPMENT CENTRE | La Trobe University
Observations & Reflections
• Many students had difficulty learning new approaches to topics they regarded as ‘familiar’ and ‘known’
• These difficulties weren’t as apparent when they were completing the module on careers theory
• Suggests that within an online subject, topics involving some ‘reframing’ require particular emphasis on providing ways of querying, discussing and clarifying
12CAREER DEVELOPMENT CENTRE | La Trobe University
Student feedback - What was the best aspect of completing an online subject?
“The efficiency of it. I thoroughly enjoy and benefit from online subjects much more than face to face. It allows for students to work through at their own pace, and not be held back by other students”
“Flexibility and also the exposure to the online/technology enhanced world of learning. The exposure to and use of tools such as webinars, LinkedIn, PebblePad – great tools which as a learner has allowed for the support, which I sometimes feel that I don’t get in traditional face to face classes”
13CAREER DEVELOPMENT CENTRE | La Trobe University
Student feedback - What was the best aspect of completing an online subject?
“It is easy to fit the work around other classes and no travel is involved”
“Accessibility to resources and lecturers has been fantastic. The format of week structures provides structure to the self paced learning”
“The ability to work at my own pace and catch up on tutorial recordings when I couldn’t attend”
14CAREER DEVELOPMENT CENTRE | La Trobe University
Student Feedback - What was the worst aspect of completing an online subject?
• Technical issues and difficulties – webinars, uploading video files, using Pebblepad
• Maintaining motivation towards the end
• General communication, support & feedback mechanisms
15CAREER DEVELOPMENT CENTRE | La Trobe University
Student Feedback on HUM2WRS 2012
Inter
ested
in le
arnin
g abo
ut th
is su
bjec
t
relev
ance
of su
bjec
t to m
y goa
ls
Inve
st en
ough
time t
o mee
t req
uirem
ents
Give m
y bes
t effo
rt
Mate
rial w
ell or
gani
sed
Learn
ing o
bjec
tives
are c
lear
Wor
k con
tribu
tes to
learn
ing
Assessm
ents
conn
ected
to IL
Os
Mark
ing c
riteri
a clea
r
Feed
back
cont
ribut
es to
learn
ing
Appro
priat
e wor
kloa
d
Viewed
the w
ebin
ars
Teach
ing s
taff h
elpfu
l
Assess,
mark
s, gr
ades
fairl
y
Overal
l int
ellec
tual
chall
enge
Overal
l qua
lity
Overal
l valu
e
Overal
l amou
nt le
arnt
1
2
3
4
5
Score
Career Decision Self-Efficacy as a measure of effectiveness
17CAREER DEVELOPMENT CENTRE | La Trobe University
Pilot Study
By completing HUM2WRS, students should be more confident in performing a range of career planning activities, such as:
• Networking
• Preparing job applications
• Finding authoritative labour market information
• Making career decisions
18CAREER DEVELOPMENT CENTRE | La Trobe University
Pilot Study
Career Decision Self-Efficacy (Taylor & Betz, 1983)
• “Measures an individual’s degree of belief that he/she can successfully complete tasks necessary to making career decisions”
• Based on Bandura’s self-efficacy theory
19CAREER DEVELOPMENT CENTRE | La Trobe University
Pilot Study: The Measure
Career Decision Self-Efficacy – Short form scale (CDSE-SF) (Betz & Klein, 1996; Betz, Hammond, & Multon, 2005)
• 25 items – 5 subscales identified through factorial analysis
• Scale has excellent psychometric properties – internal reliability coefficient alphas range from .93 - .97 for the total score across many studies
• Some studies have failed to replicate the 5 factors (e.g., Creed, Patton & Watson, 2002), so it is recommended to use the total score only
• Total score 3.5> indicates a willingness to approach the behaviour
• Total score <3.0 indicates inadequate confidence to approach the behaviour
20CAREER DEVELOPMENT CENTRE | La Trobe University
Pilot Study: Method
• Students invited via email, LMS message and announcement in webinar
• Questionnaire completed using an online survey instrument
• Responses: Likert scale 1-5 (no confidence at all – complete confidence)
• 13 students completed survey at start of semester (T1)
• 13 students completed second administration of questionnaire at end of semester (T2)
• 12/13 students appear to be the same based on demographic profile
• Response rate 11.8%
21CAREER DEVELOPMENT CENTRE | La Trobe University
Pilot Study: Results
Analyses of the data show a significant increase in the total score between T1 & T2
Total score (sum of 25 items / 25)
• T1: 3.13
• T2: 3.87
Comparison of means (ANOVA): Total score vs time (T1:T2)
• F(1,22)= 10.021, p<0.01
22CAREER DEVELOPMENT CENTRE | La Trobe University
CDSE: Mean responses @ T1 & T2
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q251
2
3
4
5
T1 T2
23CAREER DEVELOPMENT CENTRE | La Trobe University
CDSE: Difference in mean scores T2-T1
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q250
0.5
1
1.5
24CAREER DEVELOPMENT CENTRE | La Trobe University
Pilot Study - Discussion
• Results indicate that the students are more confident in approaching a range of career decision behaviours
Cautions:
• Low response rate
• No control group used in the study
• No guarantee that the same students completed the questionnaire at T1 & T2
25CAREER DEVELOPMENT CENTRE | La Trobe University
Next steps
• CDMSE-SF can be used as a career assessment tool for individuals
• Incorporate into learning activities in 2013 -> increase sample size
• Look at sampling comparison groups – those participating in short term career programs and a control group
26CAREER DEVELOPMENT CENTRE | La Trobe University
Summary
• Overall, positive feedback from students
• Pilot study demonstrates increases in confidence of students to approach career decision making behaviours
• Some changes will be made to provide more scaffolding, but keep self-paced structure of the subject
• Changes to assessment tasks to increase efficiency in marking and providing feedback
Thank you
latrobe.edu.au/students/careers CRICOS Provider 00115M
Questions?