Tannis Goddard President Training Innovations Inc. tannis.goddard@training-innovations.com Online career counselling: Developing a pedagogy for e-career.

Tannis GoddardPresident

Training Innovations Inc.tannis.goddard@training-innovations.com

Online career counselling: Developing a pedagogy for e-career learning

Jiva Conference – Bangalore, India

Objectives Identify the distinction between online

resources and service Consider how e-learning constructivist

pedagogy can guide the design and development of online counselling services

Explore the impact of locating narratives in an online space related to the roles of “giving” and “getting” online

Identify changing roles for practitioners in an online service model

Who Gives & Who Gets…Online

Resource Understanding an individuals’

resource needs Providing resource

recommendations Orienting individuals to the

materials Following up to verify the value

of the resources

Vuorinen & Sampson 2009

Services Practitioning exchange – a

purposeful focused intervention to enhance an individual’s career development skills – building from a constructivist, meaning making perspective

Relocating the use of ICT from a geographical solution to a solution of learning and engagement

Career LearningCareer development learning in its broadest form

relates to learning about the content and process of career development or life/career management. The content of career development learning in essence represents learning about self and learning about the world of work. Process learning represents the development of the skills necessary to navigate a successful and satisfying life/career .

McMahon, Patton & Tatham, 2003, p.6

Career LearningCareer-learning thinking is an account of how

people learnt to manage working life.

It speaks for what they find, what they think-and-feel about that, the sense they make of it and the bases they find for acting on it.

Law, 2010, p.2

Online Career CounsellingLearning & counselling that

takes place using an electronic web-space, where the helping relationship occurs through the use of synchronous and

a-synchronous communication methods.

Individuals have control in accessing and completing their

development process while also engaging in an interactive process

with their career facilitator to create meaning and understanding.

Online Career CounsellingA Collaborative + Self Directed Process

Building an e-pedagogy for career learning

Information :: Explore relevant career concepts

Personal Application :: Engage in activities to apply concepts to self

Interaction :: Communicate with e-counsellor and, potentially, other online participants to collaboratively explore meaning

Features

INFORMATION PERSONAL APPLICATION INTERACTION

Content Slides, PDFs, Graphics

Resource links to external websites

Document Storage

Audio or Video Files

Reflection Exchanges

Dynamic Activities

Standardized and Informal Assessments

Group Discussion

Journaling

Private Messaging (My Comm)

Live Chat

Counselling Exchanges

Group Discussion

Scoping Program Models

Self-Directed Light Facilitation In-depth facilitation

PersonalizedContent

Client can self-select content and activities to complete.

Pre-assessment can determine the most applicable content and activities for the client.

Practitioner can assess content and activity needs throughout client participation.

Themed - Bite-Sized

Content

Content and activities are organized and made available by theme or objective.

Dialogue between practitioner and client is most likely to occur before or after client engages with content and activities.

Practitioner can serve as a thread to support the meaning making of a series of bite-sized modules.

Comprehensive Content

Content and activities can aim to serve as a source of facilitation through the career learning process.

Practitioner can support meaning making as client navigates through content and activities.

Dialogue with practitioner and/or other clients is a key component in a client’s experience.

All possibilities can: include client-to-client interaction support long term or short term access

be blended with F2F or V2V (phone) learning experiences

Locating the narrative online Space for client’s narrative to live in his/her

language intermixed with practitioner dialogue

Transparent and recursive process “draws on imagination and creativity to

enable people to become much more knowledgeable about themselves and to increase their sense of agency” (Wright, 2002)

Practitioner Impact Expanding role - including design of interventions Adopting a constructivist philosophy – shifting

role from expert to facilitator of meaning-making Reconceiving how to build rapport and establish

on-going relationships with clients Developing strong reading-for-meaning skills and

empathetic writing skills Maintaining strong technical skills