Are you future ready? Preparing students for living and working in a digital world

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Are you future ready? Preparing students for living and working in a digital world

Aims of workshop To explore what the employable student looks like in a digital ageTo share examples of innovative practice and ideas to enhance student employability from both further and higher educationTo provide opportunities for discussion and Questions and Answers around challenges and solutions to enhancing practiceTo share guidance and supporting resources

Use TodaysMeet to share your ideas, questions and reflections: https://todaysmeet.com/Futureready

15/03/2017Are you future ready? Preparing students for living and working in a digital world 2

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>>SlideOverviewContext setting and findings from Jisc research3 perspectives:Employer perspective Deborah Edmonson, Talent director, Cohesion RecruitmentFE perspective Kieran McKenna, Head of project based learning and student enterprise, South Eastern Regional CollegeHE perspective Ian Pirie, Emeritus professor, University of EdinburghTable discussions and prioritising key questions for the panelPlenary panel Questions and Answers15/03/2017Are you future ready? Preparing students for living and working in a digital world 3

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>>SlideContextBusinesses look first and foremost for graduates with the right attitudes and aptitudes to enable them to be effective in the workplace nearly nine in ten employers (89%) value these above factors such as degree subject (62%) Managers, entrepreneurs, and business executives must have e-competences to grow, export and be connected to the global digital markets. In a digital economy, e-leadership skills are essential.

15/03/2017Are you future ready? Preparing students for living and working in a digital world 4CBI/Pearson Education and Skills Survey 2015 (CBI / Pearson, 2015)

Michel Catinat, Head of Unit Key Enabling Technologies and ICT at DG Enterprise and Industry, European Commission (European Commission, 2015)

>>SlideJisc employability toolkit3 approaches to thinking about technology-enhanced employabilityConnected curricula approachA holistic approach to programme design and technology adoptionA five-dimensional model for adopting technologyWhat does the employable student look like in a digital world?15/03/2017Are you future ready? Preparing students for living and working in a digital world 5

>>Slide15/03/2017Are you future ready? Preparing students for living and working in a digital world 6A holistic approach to programme design and technology adoptionConnected curriculaFive dimensions for adopting technology

T-profile curriculaEmployer engagementAssessment for learningTechnology-enhanced authentic and simulated learning experiences Technology-enhanced lifelong learning and employabilityDigital communications and engagement with employersTechnology-enhanced employability skills developmentEmployer-focused digital literacy development

>>SlideThese approaches bring together 3 elements to consider when seeking to embed employability into programme design

Along with 5 ways of thinking about the role of technology.

15/03/20176Title of presentation (Insert > Header & Footer > Notes and Handouts > Header > Apply to all)

15/03/2017Are you future ready? Preparing students for living and working in a digital world 7Connected curriculaT-profile curriculaEmployer engagementAssessment for learning

>>SlideTechnology for employability15/03/2017Are you future ready? Preparing students for living and working in a digital world 8Technology-enhanced authentic and simulated learning experiences Technology-enhanced lifelong learning and employabilityDigital communications and engagement with employersTechnology-enhanced employability skills developmentEmployer-focused digital literacy development

>>SlideTechnology for employabilityActive and real world learning experiences supported by technologies that help to develop employability skillsSimulated experiences15/03/2017Are you future ready? Preparing students for living and working in a digital world 9Technology-enhanced authentic and simulated learning experiences

>>SlideThere is clear evidence of the value of work placements and experiences in enabling students to gain employment, but not all universities can provide quality placements for all students.

So this dimension relates to the role of technology in augmenting, simulating and enabling engagement with real world experiences. As well as the role of technology (e.g. e-Portfolios to support physical placement opportunities (see the University of Nottingham vignette).

ExamplesE.g. Glasgow Caledonian University using wikis for collaborative problem solving with employers. S&B autos with their virtual paint spray workshop

Benefits.

Eg to learners different student groups can try out new skills easily and cost effectively, e.g. at S&B autos. For institutions, benefits can be the cost-effectiveness of an approach, avoidance of health and safety concerns and scalability of the experience.


Technology for employabilitySelf-directed personal and professional learning (planning, reflection, managing, recording, review) supported by technology(Digital) feedback and engagement with a variety of stakeholders including employers to help develop learner self-regulatory skillsEmployer-supported / related assessment for learningRecording/recognition15/03/2017Are you future ready? Preparing students for living and working in a digital world 10Technology-enhanced authentic and simulated learning experiences Technology-enhanced lifelong learning and employability

>>SlideIs about the key importance of supporting learners in the development of lifelong employability which is a key employability capability in its own right. Focuses on self-directed, personal and professional learning (planning, reflecting, recording and review), concepts underpinning our understanding of e-portfolio-based learning. Aligns with lifelong learning, assessment for learning, and aligns with research evidencing the importance of self-review, self-regulation and management as critical skills for life. With regular accessible feedback (from a range of audiences) that informs an ongoing learner

Techs include e-portfolios, blogs, other personal learning spaces, badges

Examples Ian will talk more about their approach with student led credit-bearing modules.

BenefitsBenefits to students include Development, through activities such as peer and self-review, the ability to self-evaluate, a critical skill for the workplace.Ability, through the technology, to access and store feedback over time and reuse it to inform future assignmentsHave evidence of their abilities selected over time to reuse for future applications for study or employment


Technology for employabilityResearching, identifying and developing contacts and relationships with employers Developing digital and employability identityDeveloping digital collateral as evidence of student rounded self Showcasing student rounded self to employers and personal clients15/03/2017Are you future ready? Preparing students for living and working in a digital world 11Technology-enhanced authentic and simulated learning experiences Technology-enhanced lifelong learning and employabilityDigital communications and engagement with employers

>>Slide This is about enabling learners to develop personal and professional networks, and their professional and digital identities, as well as enabling learners to develop banks of evidence they can use to present their rounded selves to a range of audiences at a time

Technology use here includes social networks, e-portfolio showcasing tools.

ExamplesUniversity of Southampton Mission Employable worked with a team of students as partners and used a range of multimedia and social media to engage with peers, alumni, staff and employers. Birmingham City University where they are developing e-portfolio showcases to employers as part of a personal development module important role in supporting students to articulate the skills they have to employers.

BenefitsMoves us past the one conversation with one employer traditional model, enabling multiple engagements. Enables students to reach employers e.g. overseas they wouldnt have reached beforeEnables students to draw on a large body of evidence for presenting to different employers at different times


Technology for employabilityLearner skills diagnosticsTechnology-enhanced development for skills gapsComputer-aided assessment15/03/2017Are you future ready? Preparing students for living and working in a digital world 12Technology-enhanced authentic and simulated learning experiences Technology-enhanced lifelong learning and employabilityDigital communications and engagement with employersTechnology-enhanced employability skills development

>>SlideThis is where we may have more traditionally thought of the role of technology, in supporting learners to undertake diagnostic tests to surface any skill gaps, and online careers services to support transition e.g. around career planning, job hunting and interview training.

ExamplesFor example the University of London Careers group employability MOOC, and at South Devon College where learners are asked to complete a Moodle course based on examining the skills asked for by local employers. Abingdon and Whitney college work with local employers to provide online mock interviews, providing feedback to students on presentation.

BenefitsFor institutions - can be a cost-effective way to provide careers guidance to a range of audiences. Although can be a danger if conversations with for example mentors arent incorporated.For learners and employers they are again working on their self-directed learning approaches and diagnosis of their own skill gaps.


Technology for employabilityDeveloping student technology-enhanced employability skills See breakdown of digital literacies by employability skill, page 7. of the toolkit15/03/2017Are you future ready? Preparing students for living and working in a digital world 13Technology-enhanced authentic and simulated learning experiences Technology-enhanced lifelong learning and employabilityDigital communications and engagement with employersTechnology-enhanced employability skills developmentEmployer-focused digital literacy development

>>SlideAnd finally, a potentially overarching theme is that of digital literacies

You need some threshold dig lits to engage with all of the above, but also as a result of engaging with the above, learners will develop them.

Some institutions have gone further in developing and furthering digital entrepreneurism e.g. at South West College and Innotech.

Often however we do not make the link explicit bw specific employability skills and the technologies that can enable those. SEE OUR MODEL which breaks down the digital capability requirements by employability skill Page 7 of the toolkit


The employable student in a digital age15/03/2017Are you future ready? Preparing students for living and working in a digital world 14

>>SlidePlease add in diagram on p.7 of the Jisc employability toolkit: http://repository.jisc.ac.uk/6429/1/Technology_for_employability_toolkit_FINAL.pdf


Find out moreToolkit http://ji.sc/employ-guide Aids dialogue, decision-making and planning for developing student employability and adoption of technology20 HE and FE case studies and vignettesDigital capabilities framework and learner profile http://ji.sc/building-digicapJoin the conversation on the blogs:employabilityproject.jiscinvolve.org/digitalcapability.jiscinvolve.org/15/03/2017Are you future ready? Preparing students for living and working in a digital world 15

>>SlideHighlight the full report

Case studies

Toolkit

All available from project page.


>>Lisa Gray

Senior co-design manager

[email protected]/03/2017Are you future ready? Preparing students for living and working in a digital world 16Slide

jisc.ac.uk

Except where otherwise noted, this work is licensed under CC-BY-NC-ND

>>SlideThe Employer View: Preparing students for a digital worldDeborah Edmonson, Talent director, Cohesion15/03/2017Are you future ready? Preparing students for living and working in a digital world 17

>>Slide


The Employer ViewPreparing students for a digital world

Deborah EdmondsonTalent Director - Cohesion

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Agenda

The Early Talent employment landscapeTypical Recruitment ProcessesWhat digital means for employers?What can Universities do to help?

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The Early Talent Employment Landscape

Less graduate vacanciesMore apprentice vacancies

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Apprenticeship Vacancies

Graduate Vacancies

Typical Recruitment Process

Online application

Video interview

Psychometric testing

Assessment centre

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What do Employers want?

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Smartphone immediacy

How can Universities help?ExpectationsBusiness CommunicationConversationsDigital FootprintPerceptionExcel ResearchEmployer Interaction

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Deborah Edmondson, Talent director, Cohesion

15/03/2017The Employer View29

jisc.ac.uk

>>SlideSouth Eastern Regional CollegeKieran McKenna, Head of project based learning and student enterprise15/03/2017Are you future ready? Preparing students for living and working in a digital world 30

>>Slide

Are You Future Ready preparing students for living and working in a digital world

Kieran McKennaHead of Enterprise & Entrepreneurship

Good afternoon

My name is Kieran McKenna and Im excited to share with you some of the digital innovative practice we offer in SERC.31

Outline of PresentationAbout SERCStrategyEnterprise, Entrepreneurship, InnovationApproachSERC Enterprise ExperienceWhole Brain LearningEnterprise PortalImpactConclusion

I want to briefly introduce SERC, outline our strategy and approach to integration of Enterprise & Entrepreneurship and finally reflect on how our approach prepares students for living and working in a digital world.32

South Eastern Regional College (SERC)46m annual turnover

4 Main Campuses throughout South East of Northern Ireland

1,025 expert and professional staff

35,000 enrolments per annum

Over 5,200 business clients

Partnering with 40+ local schools

South Eastern Regional College is located in County Down, Northern Ireland and has main four main campuses situated approximately 48km apart

AT ANY GIVEN TIME DURING THE YEAR WE HAVE 2,000 STUDENTS ON PLACEMENT WITH BUSINESSES

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VisionTo provide an innovative curriculum that will inspire, transform, and enrich lives.

Our Strategy

1234561.Establish Strategic ObjectivesEnterprise, Entrepreneurship, Innovation.2. Systems Development ApproachDevelopment of Whole-Brain Learning and Enterprise Portal eResources. 3.ManagementReporting, tracking, set performance targets. 4.Continuous Professional DevelopmentEstablish a robust methodology to implement Project Based Learning and Enterprise.

5.Learning resourcesShare best practice on what works best. Know & Show, case studies.6.Review and EvaluateContinuously review, evaluate and develop further enhancements; Share.

ESTABLISHING A ROBUST DIGITAL INFRASTRUCTUREDEVELOPMENT OUR SYSTEMSPERFORMANCE MANAGEMENTINVESTING IN CPDDEVEOPING AND SHARING LEARNING RESOURCESREVIEWING AND EVALUATING

I WILL CONCENTRATE ON FIRST 4THE FIRST IS CRITICAL A SOLID INFRASTRUCTURE WHICH FUNDEMENTALLY NEEDS INVESTMENT.

I HAVE BEEN TOLD THAT ONE RBSs FAILINGS WAS NOT TO INVEST IN INFRASTRUCTURE AND THIS WAS EVIDENCED BY CRASHING SYSTEMS, LACK OF CONTROL AND LOSS OF CONFIDENCE BY CUSTOMERS X35

EntrepreneurshipGuest SpeakersStudent VolunteeringProject Based Learning (PBL)Delivered CPD to all curriculum staffPBL/Enterprise FairsAppointed 14 PBL mentors from curriculumUsing industry standard PBL design cycleCompetitionsWorldskills, BT Young Scientist, NI BEST Awards.

I WANT TO MOVE ONTO SYSTEMS DEVELOPMENT.SERC PROVIDES CORE SOFTWARE AND DATA EXTRACTION SUPPORT TO THE NI COLLEGES AND OUR PARENT GOVERNMENT DEPARTMENT WITH ANOTHER COLLEGE SRC QUALITY ASSURING OUR WORK.

IN ADDITION WE HAVE TAKEN AN HOLISTIC APPROACH BY INTEGRATING OUR CORE SYSTEMS AND BUILDING UPON THESE A RANGE INTEGRATED SOFTWARE APPLICATIONS

A NUMBER OF THESE APPLICATIONS ARE DEPLOYED EXTERNALLY, COMMERCIALLY AND ACROSS THE SECTOR.

SO TO THE OVERVIEW X 36

Entrepreneurship - successBT Young ScientistApplied science students Holly King and Molly McConnell were 'Highly Commended' at the BT Young Scientist Competition 2016





Entrepreneurship - successWorldskills 2016GOLD CarpentryGOLD Air ConditioningSILVER RefrigerationSkillbuild 2016Finalist PlasteringFinalist BricklayingSkillfridge 2016Two finalists





InnovationCAST/CAPSAnnual participation with Toyama National College of Technology in Conference for Advancement of Science and Technology.CDIOOnly UK FE member of the worldwide CDIO Initiative, working with world leading universities developing the next generation of engineers.Industry ProjectsInnovation FundingInternational Partnershipsr&D Facilities





EnterpriseBusiness MentoringStudent Companies

Whole-Brain learningDevelopment of creativity and innovation.





EnterpriseBusiness MentoringStudent Companies

Whole-Brain learningDevelopment of creativity and innovation.

Get The EdgeCollege strategic project driving innovation, enterprise and entrepreneurship.





Our Strategy

1234561.Establish Strategic ObjectivesEnterprise, Entrepreneurship, Innovation.2. Systems Development ApproachDevelopment of Whole-Brain Learning and Enterprise Portal eResources. 3.ManagementReporting, tracking, set performance targets. 4.Continuous Professional DevelopmentEstablish a robust methodology to implement Project Based Learning and Enterprise.

5.Learning resourcesShare best practice on what works best. Know & Show, case studies.6.Review and EvaluateContinuously review, evaluate and develop further enhancements; Share.

ESTABLISHING A ROBUST DIGITAL INFRASTRUCTUREDEVELOPMENT OUR SYSTEMSPERFORMANCE MANAGEMENTINVESTING IN CPDDEVEOPING AND SHARING LEARNING RESOURCESREVIEWING AND EVALUATING

I WILL CONCENTRATE ON FIRST 4THE FIRST IS CRITICAL A SOLID INFRASTRUCTURE WHICH FUNDEMENTALLY NEEDS INVESTMENT.

I HAVE BEEN TOLD THAT ONE RBSs FAILINGS WAS NOT TO INVEST IN INFRASTRUCTURE AND THIS WAS EVIDENCED BY CRASHING SYSTEMS, LACK OF CONTROL AND LOSS OF CONFIDENCE BY CUSTOMERS X42

Whole-Brain learningDevelopment of eResource for whole-brain analysis Inform learners how they learn best and identify AFIsProvide tailored feedback on how learners can become more whole-brain learnersIdentify learners with potential to be entrepreneurs





Introduction to Whole-Brain learning eResource

Example of personal profile based on completion of whole-brain learning app

Linking results with activity planningL3 Construction Ward Park Arras ProjectStudent nameBrain dominanceAlexRightMatthewLeftDanLeft

Student Voice

Introduction to SERC Enterprise Portal

Enterprise PortalObjectivesShare Enterprise & Entrepreneurship best practice across multiple campusesFacilitate peer learning and assessment





Enterprise Portal example





And finally Are we future ready?

Brain hemisphere percentages of 4531 full-time students

The EntreBRAINeur and Enterprise Portal online applications, effectively use IT to enhance the learning experience56

And finally Are we future ready?

Entrepreneurial Success Factor of 4531 full-time students

The EntreBRAINeur and Enterprise Portal online applications, effectively use IT to enhance the learning experience57

And finally Are we future ready?Whole-Brain Learning appIndividual learning preference analysis and feedback.

SERC Enterprise Portal4000 students completing PBL/Enterprise activities.600 PBL based Enterprise activities available on SERC Enterprise PortalPeer assessmentSERC students GET THE EDGE

Enterprise activities completed by 5000+ students

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Contact details:

Kieran McKennaHead of Enterprise & [email protected]

www.serc.ac.ukThank You.Any Questions?

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University of EdinburghIan Pirie, Emeritus Professor 15/03/2017Are you future ready? Preparing students for living and working in a digital world 60

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Link to 4:3 ppt = DF1704_H8B_1415_IanPirie_4x3 15/03/2017Are you future ready? Preparing students for living and working in a digital world 61

>>SlideQuestions for our panelEach table to share their key 3 question to our panel

Use TodaysMeet to share your ideas and reflections: https://todaysmeet.com/Futureready15/03/2017Are you future ready? Preparing students for living and working in a digital world 62

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