Tannis Goddard President Training Innovations Inc. [email protected] Online career counselling: Developing a pedagogy for e-career learning Jiva Conference – Bangalore, India
Mar 26, 2015
Tannis GoddardPresident
Training Innovations [email protected]
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