Conference Paper/Proceeding/Abstract 1108 views 429 downloads
Towards a 21st Century Personalised Learning Skills Taxonomy
Rupert Ward,
Oliver Phillips,
David Bowers,
Tom Crick 
,
James H. Davenport,
Paul Hanna,
Alan Hayes,
Alastair Irons,
Tom Prickett
,
James H. Davenport,
Paul Hanna,
Alan Hayes,
Alastair Irons,
Tom Prickett
2021 IEEE Global Engineering Education Conference (EDUCON)
Swansea University Author:
Tom Crick
-
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DOI (Published version): 10.1109/educon46332.2021.9453883
Abstract
There exists a significant gap between the requirements specified within higher education qualifications and the requirements sought by employers. The former, commonly expressed in terms of learning outcomes, provide a measure of capability, of what skills have been learnt (an input measure); the la...
| Published in: | 2021 IEEE Global Engineering Education Conference (EDUCON) |
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| ISBN: | 978-1-7281-8479-1 978-1-7281-8478-4 |
| ISSN: | 2165-9559 2165-9567 |
| Published: |
IEEE
2021
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa56272 |
| Abstract: |
There exists a significant gap between the requirements specified within higher education qualifications and the requirements sought by employers. The former, commonly expressed in terms of learning outcomes, provide a measure of capability, of what skills have been learnt (an input measure); the latter, commonly expressed in terms of role descriptions, provide a measure of competency, of what a learner has become skillful in (an output measure). Accreditation traditionally provides a way of translating and embedding industry-relevant content into education programmes but current approaches make fully addressing this requirements gap, referred to here as the Capability-Competency Chasm, very difficult. This paper explores current efforts to address this global challenge, primarily through STEM examples that apply within the United Kingdom and European Union, before proposing a way of bridging this chasm through the use of a 21st Century (C21) skills taxonomy. The concept of C21 Skills Hours as a new input measurement for learning within qualifications is introduced, and an illustrative example is presented to show the C21 skills taxonomy in action. The paper concludes with a discussion of how such a taxonomy can also be used to support a microcredentialing framework that aligns to existing competency frameworks, enabling formal, non-formal and informal learning to all be recognized. A C21 Skills taxonomy can therefore be used to bridge the gap between capability (input) and competency (output), providing a common language both for learning and demonstrating a skill. This approach has profound implications for addressing current and future skills gaps as well as for supporting a transition to more personalised learning within schools, colleges and universities and more lifelong learning both during and outside of employment. |
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| Keywords: |
Personalised Learning, Skills Taxonomy, Micro-credential, Framework, Accreditation |
| College: |
Faculty of Humanities and Social Sciences |