Towards the Next Generation e- Learning ‘From Career Space to GENIUS and beyond’ Professor Vassil Alexandrov University of Reading
Apr 01, 2015
Towards the Next Generation e-Learning
‘From Career Space to GENIUS and beyond’
Professor Vassil Alexandrov
University of Reading
Addressing the ICT Skills Shortage in Europe
Members
Partners
University Partners
NOT ENOUGH STUDENTS NOT THE RIGHT SKILLS ICT INDUSTRY IMAGE WOMEN NOT ATTRACTED
The Causes
SUPPLY / DEMAND IMBALANCE
The Gap 500K open positions in 1998* 1,7million in 2003 * (5 % of demand) (13 % of demand)
60 % of Execs in Global Companies say finding e-commerce skills is top issue **
* Source: IDC "Europe's IT Skills Crisis - Whose Problem is it?", Sept. 99 ** Source: Forrester Report "Skills Market Place Emerge", Oct. 99
*** Source: Datamonitor
The Economic Cost
380 bn Euro/GDP Loss over next 3 years ***
100 bn Euro in wage revenues to be lost over next 3 years ***
Skills Shortage (then)
Set up in 2000 to tackle the Skills Shortage in the ICT industry
to identify and describe the skills requirements of the ICT industry in Europe,
to assist universities and technical institutions in Europe to develop curricula matching industry’s needs, by developing curriculum guidelines,
to promote an attractive image of the ICT industry and profession among people, especially among women, and
to contribute to the political debate about the ICT skills needed for the development of the new economy
Aims
13 Profiles for:TelecommunicationsSoftware and ServicesProducts and Systems
Non technical language
User-friendlyProfiles
Communication
Deliverables:WebsiteBrochure
Conference November 99Government IndustryEducation
New Partnerships
Accessible Information
Activities – Phase I
Skills needed
21st Century Curricula
Communicate
Attract talent
Clarify requirementsBroaden and deepen Skills ProfilesAnalyse Skills forecasts
Establish Partnership with Universities and Technical institutions
Draft New ICT Curricula guidelines
Inform and influence debate
Disseminate results
Contribute to transforming ICT image
Aims – Phase II
More Inclusive
Increased Range
Clarity
Five new role profilesICT ManagementICT Marketing managementICT Sales managementICT Project managementResearch and Technology development
Updated 13 original to cover e.g.e-BusinessKnowledge workingMicroelectronics
Now 18 roles spanning 124 job titles
Added ‘Type of person role would suit’
Activities – Phase II
More Inclusive
Increased Range
Clarity
Deepened profiles e.g Tech Support coversHelp desk operator toTrouble shooter toDisaster Recovery Specialist
Interviews updated / addedAdded to brochure - with 10/18 female
Broader career path optionsCross-discipline rolesCEO career interview
Enhanced Behaviour and Skills Dictionary
Behavioural now first New entries to reflect changes
Profiles
More Inclusive
Increased Range
Clarity
Added Behavioural skillsCommercial AwarenessInnovativeMentor
Added ‘Technical’ skills e.g.Business AwarenessB2BC.M.O.SE-CommerceFirewallsW.A.P
Profiles
Forecasts and survey analyses
Review methodologies
Match with National Statistics
Future forecasts
Checking the numbers
Supply & Demand
End Products
Determining the future demand for
ICT skills in Europe
Curriculum Guidelines Job Profiles
Supply & Demand ReportWebsite 500 Visitors per Day
Recommendations
~30 % ~30 %
~25 %
The Career Space consortium believes that the way in which engineering and computer studies students are educated should change to meet the needs of the ICT industry in the 21st century.
To Universities
Recommendations
~30 % ~30 %
~25 %
A clear message, which emerges from this study, is that there is an inadequacy of official data, both in terms of its range and timeliness, relating to New Economy skills (2000).
The European Commission and the Member States should ensure the adequate provision of timely and comprehensive data on ICT skills.
To the European Commission & Member States
Measuring Supply & Demand
The Situation Today
2000The Lisbon European Council of 23 and 24 March 2000 set the European Union a major strategic goal.The Council recognised the widening skills gap, especially in information technology where increasing numbers of jobs remain unfilled and at the same time acknowledged that “every citizen must be equipped with the skills needed to live and work in this new information society”.
2006The availability of adequate information and communication technology (ICT) skills is an important condition for the competitiveness and the innovation capabilities of enterprises. The development of e-business is increasing the demand for individuals with creativity and higher-level conceptual skills. A number of sources point to significant e-skills shortages. Improving the availability of e-skills involves actions both at European and national level…
The pace & extent of change has been too slow We still have a major ICT Skills problem Its time to deliver results
Move up a Gear
Our ambition is clear. We are aiming for top-class universities, highly trained and educated workforces, strong social security and pensions systems, the most competitive industries and the cleanest environment…. We can and must go the extra mile for growth and jobs.”
“My overall message is clear, it is time to move up a gear”.
National Reform Programmes
GENIUS- Generic E-Learning
Environments and Paradigms for the New European ICT Curricula
Funded by the EC e-Learning InitiativeFunded by the EC e-Learning Initiative
Prepared by the GENIUS consortium
Partners:• University of Reading, UK
• University of York, UK
• Trinity College, Ireland
• University of Thessaloniki, Greece
• University CarlosIII Madrid, Spain
• University of Ulm, Germany
• INSA LYON, France
• University of Linkoping, Sweden
• INESC Porto, Portugal
• Support IT, UK
• IBM, UK & Europe
• Intel, Ireland
• ICEL, Belgium
• e-Skills, UK
• Philips Semiconductors, UK
THE APPROACH:
• New Curricula Development Guidelines (Career Space )
• PanICT – 4 partners – York (Tony Ward).• Trinity College – non-traditional learners since
1967. • University Carlos III-Madrid, multidisciplinary
degrees. • University of Reading, CCF + European MSC (8
partners) since 1998.• IBM, Intel, Support IT and Philips – long
corporate e-learning experience
THE APPROACH:
Pedagogy
Technology Organization
New ICT CurriculaNew ICT Curricula
New ICT CurriculaNew ICT Curricula
Delivery Delivery
New Learning New Learning EnvironmentEnvironment
E-Learning PlatformsE-Learning Platforms
Strand 1Strand 1
FCDFCD
Strand 2Strand 2
SCDSCD
Strand 3Strand 3
MultidisciplMultidiscipl..
Strand 4Strand 4
Non-Non-traditional traditional
Strand 5Strand 5
TrainingTraining
Common CurriculaCommon Curricula
New Collaborative e-Learning platformNew Collaborative e-Learning platform
GeniusGeniusFrameworkFramework
Core ModulesCore Modules
Area Specific Core &Area Specific Core &
Elective modulesElective modules
Elective ModulesElective Modules
Job ProfilesJob Profiles
GENIUS Curricula StructureGENIUS Curricula Structure
Pedagogical approach, Student Centered Collaborative
Learning Experiment
•Emphasis on team workEmphasis on team work
•Dependent on team partners activitiesDependent on team partners activities
•Involves individual activities Involves individual activities combined ,with discussion all along the combined ,with discussion all along the learning processlearning process
•Lecturer states goals and is a Lecturer states goals and is a moderatormoderator
•Discussions are very important and Discussions are very important and take a lot of timetake a lot of time
Learning is built around learning communities
Technologies
CommunitiesKnowledge
Peter Revill, GENIUS pedagogical report, Dublin 18-19 Sept.2003
Pedagogical Approach Translating into Practice
T
CK
Acquiring Skills
ConstructingK + U
New Practices(Ways of deploying
knowledge and skills in specific social contexts)
Learning Processes
T
CK
Utilizing Digital Tools
Using Digital Communicatio
ns Media
Using Digital
Resources
Shared KnowledgeOr skills based activities in
an on-line Community of Practice
e-Learning Processes
Peter Revill, GENIUS pedagogical report, Dublin 18-19 Sept.2003
Mode of delivery:
• Diverse user groups
• Collaborative Preparation and sharing of material
• Collaborative Learning
• Contributing to Communities of Practice
The e-Learning environments:
•Support IT – LearnLinc
•Intel – Intel ® Content Distribution software
•University of Reading – CCF & Coco
•IBM – Learning Spaces
Coco
Achievements:
Synergy of
• Pedagogy
• Technology
• Management of Organizational Change
Achievements:
Added value:
• Common educational goals
•Trans-national team work for the learners
• Efficient teacher – learner interaction between the Universities
•Teachers share best expertise
Sustainability:
•Uptake by the consortia
•Expanding the consortium
•Offer flexible collaborative e-learning environment
Sustainability:
E-LANE project (open source)
E-Tutor project
Consortium expansion
Establishing programs in partner institutions
Implementation Costs:
•Need critical mass to share the costs
•Need to share the effort
•If using proprietary software you are bound to a certain view + cost of the software
•If using open source you have to support the development and deployment but the rest is free
Way Forward:
•Having critical mass (cost + effort)
•Joint development & sharing
•Flexibility + variety
•Virtual Organizations approach
E-LANEE-LANE is constituted by educational institutions from both Europe and Latin America, which together have the following objectives:
• Pedagogical Models for adaptable educational programs.
• High-quality, low-cost distance-learning technology.
• Effective Course, Activity and Evaluation Design Methodologies for efficient learning, long-term retention of knowledge, abilities, competencies and skills.
• Innovative Courseware Design Guides.
Advantages of the use information technology mediated distance learning:
• Reduced costs allowing the results to be replicated and spread.
• Widen the reach of the benefits of high quality education.
• Eliminate space and time barriers.• Improve the efficiency of the learning process.• Promote the information society (e-learning, e-
government, e-health, e-economy, e-science, e-inclusion).
E-LANE METHODOLOGY
Educational Model
Knowledge Domain
(Knowledge Structure
Model)
Subjects(Students and
TeachersModel)
Processes(Course DesignModel)
Contexts(Implementation
Model)
DigitalContent and Technology
Outcomes
Created meta-models for e-learning and innovative teaching methodology (the book will be published next year).
Developed further and customised multilingual version of the open source software environment for e-learning dotLRN.
Implemented various scenarios of e-learning based on the diverse experience of the demonstrators and from the outreach activities.
E-Learning & Curricula Development Vassil Alexandrov, Nia Alexandrov, Eve Marie Larsen
Research Focus
1.Novel Methodology for collaborative e-learning
2.Collaborative tools facilitating collaborative learning
3.Educational experiments to validate the methodology and the software developed
4.Evaluation and dissemination
Knowledge Domain(Knowledge Structure
Model)
Subjects(Students and
TeachersModel)
Processes(Course Design
Model)
Contexts(Implementation
Model)
DigitalContent and Technology
technology
pedagogyorganisation
Educational Model
Methodology Model
Integration of open software e-learning platform; design of an innovative teaching methodology; integration of course content with the goal of providing the society with low cost educational material to reduce the digital divide and enhance life long learning.www.e-lane.org
New Curricula content development, based on the New ICT Curricula guidelines proposed by the Career Space consortium; investigation of different innovative instruction/content delivery mechanisms; development of pilot European collaborative e-learning environment; evaluation and validation of the approaches and dissemination of the results.www.genius.rdg.ac.uk
Developed generic skills profiles relevant to key jobs in ICT; Academia and Industry across Europe developed new ICT curricula guidelines to match the skills profiles and meet the needs of Europe’s ICT industry.www.career-space.com
Centre for Advanced Computing and Emerging Technologies
www.acet.reading.ac.uk
MSc in NCC & EMMSC NeBCC
High Performance Computing
E Com
E-learningE-learning
Business Business AppApp
S Eng HCI
visualisati
visualisationon
Cybernetics
simulationsimulationss
Computational Science
Data Communications
Networkin
Networkingg
SciencScience@RGe@RG
GridGrid
ComputinComputingg
Collaborative Collaborative computingcomputing
VOVO