Session 3  t

1. Session 3t Technology Enhanced Professional Learning Athens, 19 - 20 December 2005 Mervyn Jones Imperial College London

2. Introduction In this session I hope to initiate discussion from the perspective of learners, specifically with respect to:- • Employability • Flexibility and survivability of European citizens • New Paradigms of learning • Continuing Professional Development

3. Employability (Some factors which influence it) • Globalisation • Growth in developing world (especially China and India) • International competition • Changing competitive position of Europe (e.g. manufacturing) • Communications and Information Technology • Availability of labour, labour mobility, labour flexibility • Possession of appropriate skills • European expectations on health and pensions • Increased longevity and changing demographic distributions

5. Imperial College’s non-UK Students In 04/05 from a total student population of 11,152, of which 30% were postgraduate, split 50/50 between Masters and Doctoral studies, 2,959 were from overseas. The principal countries of origin were Greece 399 Malaysia 371 France 251 Singapore 246 Germany 194 Nigeria 126 Italy 125 India 123

6. Imperial College’s non-UK Student league Ah yes……. How could I forget………… We also have 874 from China!

7. Employability (Some factors which influence it) • Globalisation • Growth in developing world (especially China and India) • International competition • Changing competitive position of Europe (e.g. manufacturing) • Communications and Information Technology • Availability of labour, labour mobility, labour flexibility • Possession of appropriate skills • European expectations on health and pensions • Increased longevity and changing demographic distributions

8. Flexibility and Survivability of European Citizens • Move to progressively larger economic units, e.g. companies, trading areas, retail outlets, universities, etc. etc. • To remain competitive - need to move up the economic chain • Enhanced efficiency: a more flexible, skilled, entrepreneurial workforce • Increasingly need to understand other cultures – both within Europe and elsewhere • Understand/evaluate educational systems

9. New Paradigms of Learning • Initial education is ‘changing’ • Students more output oriented and measured • Need to define terms: learning, education, training, professional development • What is the role of IT, - is this appropriate? • (Do not under-estimate the importance of basic optically oriented knowledge systems) • Personal view – inter alia, initial education must be seen as laying the groundwork for continuing education

10. Agendas for Change • Governments – with economic problems to solve • Individuals - for career flexibility • Commercial organisations (e.g. media, publishing) – looking to extend in different ways • Companies forming ‘corporate universities’

12. Dichotomies in Teaching and Learning • Breadth vs depth, with constraints on resources and time • Coherent bodies of knowledge and employment needs • CPD and LLL have an impact on initial education • Need to give attention to the whole educational process, as to what is taught when and the role of hard and soft skills • We need to place CPD on a more formal basis than hitherto

13. Continuing Professional Development Driving Factors • Obsolescence of existing knowledge • Generation and expansion of new knowledge • Completion of initial education • Changing labour market • Changing career needs

14. CPD can take many forms:- Self study, Attendance at courses and conferences, Work place learning, Formalisation of professional learning (e.g. recording), Mentoring, Writing, etc. It is influenced by many constituencies:- Employers, Professional institutions, individuals, providers, government. What is CPD ?

15. Characteristics of the ‘Ideal’ Professional • Sound knowledge of basics underpinning field • Level of expertise in a coherent major technical discipline • Recognition of the limits to personal knowledge • Willingness to learn • Good communication skills • Operate in a professional and ethical way • Appreciate international dimensions • A commitment to CPD or Life Long learning The competent professional

16. An Understanding of Competence Knowledge – academic, a pre-requisite,assessed by examination

17. An Understanding of Competence Knowledge – academic, a pre-requisite,assessed by examination Skill - ability to undertake a task, requires relevant knowledge,assessed practically

18. Commander, who has a castle under siege, interviews a new officer and asks “What’s your relevant experience here?” “Well……. ” the officer replies

19. “I’ve never actually stormed a castle, - but I have taken a bunch of siege management courses”

20. An Understanding of Competence Knowledge – academic, a pre-requisite,assessed by examination Skill - ability to undertake a task, requires relevant knowledge,assessed practically

21. An Understanding of Competence Knowledge – academic, a pre-requisite,assessed by examination Skill - ability to undertake a task, requires relevant knowledgeassessed practically Attitude – approach to activityassessed by interaction/observation

22. An Understanding of Competence Knowledge – academic, a pre-requisite,assessed by examination Skill - ability to undertake a task, requires relevant knowledgeassessed practically Attitude – approach to activityassessed by interaction/observation Competence –the skilled deployment of knowledge with appropriate attitude

23. An Understanding of Competence Knowledge – academic, a pre-requisite,assessed by examination Skill - ability to undertake a task, requires relevant knowledge,assessed practically Attitude – approach to activityassessed by interaction/observation Competence –the skilled deployment of knowledge with appropriate attitude Competenceis sought by employers, hired from employees, developed by diverse routes and upheld by professional institutions

24. Recognise the diversity of CPD activities and note the time spent on activities No measure of motivation, planning, or quality Maintain a record of what, why and outcome of all CPD activities Still no measure of effectiveness CPD activity has to underpin or develop a competence – useful for work situation where learning has specific outcome – e.g. surgeon or airline pilot Needs to be developed for many professions The Evolution of CPD

25. Disruption in Technologies • How did we view the first steam ships, robots, ATM cash dispensers?How do we view them now? • How did we react to stereo photography, to audio cartridges, to the first laser disks?How do we view them now? • IT has had a profound affect on manufacturing, agriculture, banking. Disruption has played an important role in this process Is IT a disruptive element for education?

26. The Challenge of Disruption Don’t bother me now – can’t you see I’m busy trying to win this battle

27. The Challenge of Disruption Don’t bother me now – can’t you see I’m busy trying to win this battle!!

28. Disruption in Education • The tools that assist in the delivery of face-to-face education progressively evolve. The evolution from radio, > TV, > PCs, > www highlights changing support vehicles • In parallel there has always been distance education, via correspondence courses, > the Open University, > TV, > VHS, > the WWW…….. • There are horses and there are courses,Selecting the horse for the course is the key • We need to evaluate carefully the disruptive influences in education

29. Example courses

30. Teaching at an Advanced Level • Epidemiology of Infectious Diseases • 21 participants • 13 from overseas • 16 held PhDs • 2 held professorships • Well known faculty

31. Appraisal of mineral projects

32. Risk in the Minerals Industry • Minerals remain central to economic development. • Coal is an essential fuel. • Gold is a unique economic indicator, etc. • Significant risk elements are associated with minerals projects:- Financial risk; Technical risk; Environmental risk; Legal riskand Corporate reputation. • Courses address these issues to meet professional needs.

33. Several different courses have addressed issues in Minerals Appraisal

34. Southern Africa W. Europe N. America E. Europe Middle East N & W Africa S.E. Asia + Australasia S. America UK Minerals Appraisal Courses in London – Geographic Participant Origins Participant origins of first 600 participants from over 60 different countries.

35. Supported by a Virtual Learning Environment (On-line access to all material before and after the course)

36. E-learning on a professional web site

37. A Changing Educational Structure Daily Activity Family, leisure etc Education Career Years after Lee & Messerschmitt, Proc IEEE (1999)

38. A Changing Educational Structure Daily Activity Family, leisure etc Education Career Years Daily Activity Family, leisure etc Family, leisure etc Education Years after Lee & Messerschmitt, Proc IEEE (1999)

39. Educational Challenges • Global mobility will be a facet of employment patterns - Do current educational systems reflect this sufficiently? • Are educational systems seen in a sufficiently holistic - from those starting - to professionals - to employers? • Do they reflect the needs of the learner at all stages • Do our curricula meet the needs of employers - to what extent should employers influence the nature of the curriculum - if so do they have a sustainable vision? • Is it appropriate to consider first cycle education without reference to what follows, integration with CPD? • Have we ‘thought through’ the role of IT in education

40. Reflection • Factors affecting employability • Globalisation • Survivability and flexibility of European citizens • New educational paradigms – raised questions about the role of technology • CPD highlighting international responses and the role of the VLE

41. 