Archive for the ‘Wales Wide Web’ Category

Predicting mid and long term skills needs in the UK

June 24th, 2015 by Graham Attwell

Labour Market Information (LMI)  is not perhaps the most popular subject to talk about. But with the advent of open and linked data, LMI  is increasingly being open up to wider audiences and has considerable potential for helping people choose and plan future careers and plan education programmes, as well as for use in research, exploring future skills needs and for social and economic planning.

This is a video version of a presentation by Graham Attwell at the Slovenian ZRSZ Analytical Office conference on “Short-term Skills Anticipations and Mismatch in the Labour Market. Graham Attwell examines ongoing work on mid and long term skills anticipation in the UK. He will bases on work being undertaken by the UK Commission for Employment and Skills and the European EmployID project looking, in the mid term, at future skills needs and in the longer term at the future of work. He explains the motivation for undertaking these studies and their potential uses. He also explains briefly the data sources and statistical background and barriers to the wok on skills projections, whilst emphasising that they are not the only possible futures and can best serve as a a benchmark for debate and reflection that can be used to inform policy development and other choices and decisions. He goes on to look at how open and linked data is opening up more academic research to wider user groups, and presents the work of the UKCES LMI for All project, which has developed an open API allowing the development of applications for different user groups concerned with future jobs and future skills. Finally he briefly discusses the policy implications of this work and the choices and influence of policymakers in influencing different futures.

 

Some thoughts on the EDEN conference

June 17th, 2015 by Graham Attwell

Last week I attended the EDEN Conference In Barcelona. It was the first time I had gone to the conference for three years – indeed I think I am developing an allergy to large formal conferences.

However, it was great to catch up with old friends and as usual the informal social activities were excellent!

I’m not sure quite what to make of the conference sessions (I will write a separate blog about the keynotes). There did not seem to be anything particularly new but that may not be a bad thing. Instead many of the presentations appeared to focus on implementing technologies in practice. That may well reflect a trend towards increasing use of technology for learning. And although of course MOOCs get the hype, it would appear much of the practice is based on either traditional distance learning programmes or blended learning.

A quick word though about the conference programme. For many years I have been trying to mess with the structures of presentations at conferences, arguing that more time should be given to discourse and discussion, rather than the formal (bullet point) presentation of papers which are available on the internet anyway. And slowly we are seeing more variety in conference formats and even some experimentation with unconferencing.

So it is good to see EDEN rethinking their format. Except changing one monolithic framework for another imposed single format does not really get the idea. So this year all papers sessions were run according to a so called “speed dating” format, with presenters given 6 minutes to pitch their wares with four (template) slides and then sessions split into groups to discuss the themes raised in the papers. Its not a bad format – although I don’t really get the four slide restriction – I could easily get through 12 slides in 6 minutes. But when every session is run according to the same format it gets tedious.

Workplace Learning Analytics

June 16th, 2015 by Graham Attwell

EmployID is an EU-funded, four-year project which aims to support Public Employment Services staff to develop competences that address the need for integration and activation of job seekers in fast changing labour markets. According to the official flyer: “It builds upon career adaptability and resilience in practice, including quality and evidence- based frameworks for enhanced individual and organisational learning. It also supports the learning process of PES practitioners and managers in their professional identity development by supporting the efficient use of technologies to provide advanced coaching, reflection, networking and learning support services as well as MOOCs.”

One of the aims for research and development is to introduce the use of Learning Analytics within Public Employment Services. Although there is great interest in Learning Analytics by L and D staff, there are few examples of how Learning Analytics might be implanted in the workplace. Indeed looking at research reported by the Society for Learning Analytics Research reveals a paucity of attention to the workplace as a learning venue.

In this video, Graham Attwell proposes an approach to Workplace Learning Analytics based on the Social Learning Platform model (see diagram) adopted by the Employ ID project. He argues that rather merely fathering together possible data and then trying to work out what to do with it, data needs to be sought which can answer well designed research questions aiming to improve the quality of learning and the learning environment. socialllearningplatform

 

In the case of EmployID these questions could be linked to the six different foci of the Social Learning Platform, namely:

  • Support for facilitation roles
  • Structuring identity transformation activities
  • Supporting networking in personal networks
  • Supporting organisational networks
  • Supporting cross organisational dialogue
  • Providing social networking facilitation
  • Supporting networking in teams

For some of these activities we already have collected some “docital traces” for instance data on facilitation roles through within a pilot MOOC. In other cases we will have to think how best to develop tools and approaches to data gathering, both qualitative and quantitative.

The video has been produced to coincide with the launch of The Learning Analytics Summer Institute, a strategic event, co-organized by SoLAR and host institutions and by a global network of LASI-Locals who are running their own institutes.

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    Online Educa Berlin

    OEB Global (formerly Online Educa Berlin) has announced its Call for Proposals and the overall theme for 2018: Learning to Love Learning. The event will incorporate Learning Technologies Germany – a leading European exhibition on learning technologies in the workplace – for the first time this year. More details here.


    Barcelona to go Open Source

    The Spanish newspaper, El País, has reported that the City of Barcelona is in the process of migrating its computer system to Open Source technologies.

    According to the news report, the city plans to first replace all its user applications with alternative open source applications. This will go on until the only remaining proprietary software will be Windows where it will finally be replaced with a Linux distribution.

    To support the move, the city will employ 65 new developers to build software programs for their specific needs. they also plan the development of a digital market – an online platform – whereby small businesses will use to take part in public tenders.


    OER18: Open to All,

    The OER18 Conference takes place in Bristol, UK on 18 – 19 April 2018. OER18 is the 9th annual conference for Open Education research, practice and policy. The final keynote has now been announced: Dr Momodou Sallah is Reader in Globalisation and Global Youth Work at the Social Work, Youth and Community Division, De Montfort University.  More about the conference: http://go.alt.ac.uk/2DmsPPu


    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
    Creating Games (43%)
    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)


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