ICT Skills 2: ICT Tools and ICT Skills 2: ICT Tools and training for E-training for E-guidance practitionersguidance practitioners

Anthony Barnes

Barbara Busi

Cristina Cogoi

Giulio Iannis

IAEVG Conference, JyväskyläOral Presentation Sessions

Thursday, June 4th, from 16.30 to 18.00Session 25 The use of ICT in guidance

TODAY PRESENTATIONTODAY PRESENTATION

This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein

Project description Project description

Project exploitationProject exploitation

FROM ICT SKILLS 1 TO ICT SKILLS 2FROM ICT SKILLS 1 TO ICT SKILLS 2

This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein

ICT SKILLS for guidance counsellorsICT SKILLS for guidance counsellors

- Map of guidance related ICT competencesMap of guidance related ICT competences- Proposal of training modelProposal of training model

ICT SKILLS 2 ICT tools and training for E-guidance ICT SKILLS 2 ICT tools and training for E-guidance practitionerspractitioners

ICT SKILLS 2 PROJECTICT SKILLS 2 PROJECT

This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein

Problem to face withProblem to face with: enable guidance practitioners to: : enable guidance practitioners to: use ICT media and use ICT media and softwaresoftware to the standard of an applied user; to the standard of an applied user; design effective guidance solutionsdesign effective guidance solutions that use a range of ICT tools as well as ICT and face-to-face interventions in that use a range of ICT tools as well as ICT and face-to-face interventions in different combinations; different combinations; contribute to cutting edge developments in the use of contribute to cutting edge developments in the use of ICT in guidance workICT in guidance work; ; resolve practical and ethical difficultiesresolve practical and ethical difficulties relating to the relating to the application of ICT in guidance work. application of ICT in guidance work.

Outcomes to obtainOutcomes to obtain: standard : standard e-practitioner profilee-practitioner profile; ; develop innovative ICT-develop innovative ICT-based training and tools for guidancebased training and tools for guidance practitionerpractitioner working within lifelong working within lifelong learning systemslearning systems

11 partners from Italy, UK, Spain and Romania.11 partners from Italy, UK, Spain and Romania.

Start on 1st November 2007 – End 31st October 2009Start on 1st November 2007 – End 31st October 2009

ICT SKILLS 2 PROJECTICT SKILLS 2 PROJECT

This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein

PRODUCTSPRODUCTS

MAP of Guidance-related ICT competenciesMAP of Guidance-related ICT competencies The training pathway modelThe training pathway model 6 National Pilots Training6 National Pilots Training Training and assessment tools:Training and assessment tools:

e-portfolioe-portfolio ICT competencies self-assessment tool ICT competencies self-assessment tool Distance learning platform – Distance learning platform – www.ictskills2.org

Main features of the frameworkUnit 1: Use ICT to deliver guidance1.1 Use ICT media and software in the guidance

process to meet clients’ information needs 1.2 Use ICT media and software in the guidance

process to meet clients’ experiential learning needs

1.3 Use ICT media and software in the guidance process to meet clients’ constructivist learning needs

1.4 Use ICT media and software in the guidance process to meet clients’ communication needs

Four main areas

Informing Experiencing Constructing Communicating

Lim, Cher Ping & Tay, Lee Yong. (2003) Information and communication technologies (ICT) in an elementary school: students’ engagement in higher order thinking. [http://goliath.ecnext.com/coms2/gi_0199-551763/Information-and-communication-technologies-ICT.html#abstract Accessed 21.03.08]

http://www.connx.org.uk/youngpeople/Games/interview.html

Peer mentoring - http://www.horsesmouth.co.uk

Careers Chat Livehttp://www.prospects.ac.uk/cms/ShowPage/Home_page/Main_menu___Events/Careers_chat_live/p!epmijgc

Unit 2: Develop and manage the use of ICT in

guidance

2.1 Develop your use of ICT-related guidance solutions

2.2 Manage your use of ICT-related guidance solutions in a service context

Examples

1.4.1 Select and use ICT media and software for establishing and maintaining client communications

2.1.2 Integrate ICT and face-to-face approaches, where appropriate, to ensure an effective guidance process for clients

2.1.4 Carry out administrative tasks related to the use of ICT media and software

2.2.2 Apply safeguards to protect clients using ICT for guidance purposes

2.2.3 Identify ways of ensuring fairness and inclusion in providing a guidance service using ICT

2.2.6 Collaborate with ICT developers in the organisation and development of ICT-supported client services

THE “SYNERGISTIC” APPROACH IN THE THE “SYNERGISTIC” APPROACH IN THE

PROJECTPROJECT Synergy A process leading to formal and informal agreements with projects or

organisations not included in the partnership, in order to exploit a project outputs within other contexts, use other projects’ results or benefit from the cooperation with other organisations for our project purposes

The assumptions that underlie such a strategy

Cost-benefits approach

Knowledge-management approach

Mainstreaming of results approach

Testing and evaluation of the project outputs approach

Exploitation Not only used to indicate the type of result obtained but especially “how” this result has been reached in relation to the local and/or political system of reference, i.e. what synergies have brought to it

Type of synergies

A) With other transnational projects funded by the EC through the Lifelong Learning and the CIP programmes

eGOS – eGuidance and eGovernment Services (exchange of training materials; same guidance-related map of ICT competences)

ECGC - European Career Guidance Certificate (ECGC tests based on the same guidance-related map of ICT competences; tested within the trainin g path of ICT Skills 2)

B) With local training providers

Cattolica University in Milan (IT) (training path of ICT Skills 2 tested within a university programme)