ict skills 2: ict tools and training for e-guidance practitioners anthony barnes barbara busi...
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ICT Skills 2: ICT Tools and ICT Skills 2: ICT Tools and training for E-training for E-guidance practitionersguidance practitioners
Anthony Barnes
Barbara Busi
Cristina Cogoi
Giulio Iannis
IAEVG Conference, JyväskyläOral Presentation Sessions
Thursday, June 4th, from 16.30 to 18.00Session 25 The use of ICT in guidance
TODAY PRESENTATIONTODAY PRESENTATION
This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
Project description Project description
Project exploitationProject exploitation
FROM ICT SKILLS 1 TO ICT SKILLS 2FROM ICT SKILLS 1 TO ICT SKILLS 2
This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
ICT SKILLS for guidance counsellorsICT SKILLS for guidance counsellors
- Map of guidance related ICT competencesMap of guidance related ICT competences- Proposal of training modelProposal of training model
ICT SKILLS 2 ICT tools and training for E-guidance ICT SKILLS 2 ICT tools and training for E-guidance practitionerspractitioners
ICT SKILLS 2 PROJECTICT SKILLS 2 PROJECT
This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
Problem to face withProblem to face with: enable guidance practitioners to: : enable guidance practitioners to: use ICT media and use ICT media and softwaresoftware to the standard of an applied user; to the standard of an applied user; design effective guidance solutionsdesign effective guidance solutions that use a range of ICT tools as well as ICT and face-to-face interventions in that use a range of ICT tools as well as ICT and face-to-face interventions in different combinations; different combinations; contribute to cutting edge developments in the use of contribute to cutting edge developments in the use of ICT in guidance workICT in guidance work; ; resolve practical and ethical difficultiesresolve practical and ethical difficulties relating to the relating to the application of ICT in guidance work. application of ICT in guidance work.
Outcomes to obtainOutcomes to obtain: standard : standard e-practitioner profilee-practitioner profile; ; develop innovative ICT-develop innovative ICT-based training and tools for guidancebased training and tools for guidance practitionerpractitioner working within lifelong working within lifelong learning systemslearning systems
11 partners from Italy, UK, Spain and Romania.11 partners from Italy, UK, Spain and Romania.
Start on 1st November 2007 – End 31st October 2009Start on 1st November 2007 – End 31st October 2009
ICT SKILLS 2 PROJECTICT SKILLS 2 PROJECT
This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein
PRODUCTSPRODUCTS
MAP of Guidance-related ICT competenciesMAP of Guidance-related ICT competencies The training pathway modelThe training pathway model 6 National Pilots Training6 National Pilots Training Training and assessment tools:Training and assessment tools:
e-portfolioe-portfolio ICT competencies self-assessment tool ICT competencies self-assessment tool Distance learning platform – Distance learning platform – www.ictskills2.org
Main features of the frameworkUnit 1: Use ICT to deliver guidance1.1 Use ICT media and software in the guidance
process to meet clients’ information needs 1.2 Use ICT media and software in the guidance
process to meet clients’ experiential learning needs
1.3 Use ICT media and software in the guidance process to meet clients’ constructivist learning needs
1.4 Use ICT media and software in the guidance process to meet clients’ communication needs
Four main areas
Informing Experiencing Constructing Communicating
Lim, Cher Ping & Tay, Lee Yong. (2003) Information and communication technologies (ICT) in an elementary school: students’ engagement in higher order thinking. [http://goliath.ecnext.com/coms2/gi_0199-551763/Information-and-communication-technologies-ICT.html#abstract Accessed 21.03.08]
http://www.connx.org.uk/youngpeople/Games/interview.html
Peer mentoring - http://www.horsesmouth.co.uk
Careers Chat Livehttp://www.prospects.ac.uk/cms/ShowPage/Home_page/Main_menu___Events/Careers_chat_live/p!epmijgc
Unit 2: Develop and manage the use of ICT in
guidance
2.1 Develop your use of ICT-related guidance solutions
2.2 Manage your use of ICT-related guidance solutions in a service context
Examples
1.4.1 Select and use ICT media and software for establishing and maintaining client communications
2.1.2 Integrate ICT and face-to-face approaches, where appropriate, to ensure an effective guidance process for clients
2.1.4 Carry out administrative tasks related to the use of ICT media and software
2.2.2 Apply safeguards to protect clients using ICT for guidance purposes
2.2.3 Identify ways of ensuring fairness and inclusion in providing a guidance service using ICT
2.2.6 Collaborate with ICT developers in the organisation and development of ICT-supported client services
THE “SYNERGISTIC” APPROACH IN THE THE “SYNERGISTIC” APPROACH IN THE
PROJECTPROJECT Synergy A process leading to formal and informal agreements with projects or
organisations not included in the partnership, in order to exploit a project outputs within other contexts, use other projects’ results or benefit from the cooperation with other organisations for our project purposes
The assumptions that underlie such a strategy
Cost-benefits approach
Knowledge-management approach
Mainstreaming of results approach
Testing and evaluation of the project outputs approach
Exploitation Not only used to indicate the type of result obtained but especially “how” this result has been reached in relation to the local and/or political system of reference, i.e. what synergies have brought to it
Type of synergies
A) With other transnational projects funded by the EC through the Lifelong Learning and the CIP programmes
eGOS – eGuidance and eGovernment Services (exchange of training materials; same guidance-related map of ICT competences)
ECGC - European Career Guidance Certificate (ECGC tests based on the same guidance-related map of ICT competences; tested within the trainin g path of ICT Skills 2)
B) With local training providers
Cattolica University in Milan (IT) (training path of ICT Skills 2 tested within a university programme)