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Towards a 21st Century Personalised Learning Skills Taxonomy

Rupert Ward, Oliver Phillips, David Bowers, Tom Crick Orcid Logo, James H. Davenport, Paul Hanna, Alan Hayes, Alastair Irons, Tom Prickett

2021 IEEE Global Engineering Education Conference (EDUCON)

Swansea University Author: Tom Crick Orcid Logo

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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...

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Published in: 2021 IEEE Global Engineering Education Conference (EDUCON)
ISBN: 978-1-7281-8479-1 978-1-7281-8478-4
ISSN: 2165-9559 2165-9567
Published: IEEE 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa56272
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spelling 2022-01-14T13:02:49.3146137 v2 56272 2021-02-17 Towards a 21st Century Personalised Learning Skills Taxonomy 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-02-17 EDUC 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. Conference Paper/Proceeding/Abstract 2021 IEEE Global Engineering Education Conference (EDUCON) IEEE 978-1-7281-8479-1 978-1-7281-8478-4 2165-9559 2165-9567 Personalised Learning, Skills Taxonomy, Micro-credential, Framework, Accreditation 18 6 2021 2021-06-18 10.1109/educon46332.2021.9453883 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-01-14T13:02:49.3146137 2021-02-17T09:35:14.2288070 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Rupert Ward 1 Oliver Phillips 2 David Bowers 3 Tom Crick 0000-0001-5196-9389 4 James H. Davenport 5 Paul Hanna 6 Alan Hayes 7 Alastair Irons 8 Tom Prickett 9 56272__19436__be20501a3e484a9f9471dbe2fe8b30d3.pdf 56272.pdf 2021-03-05T14:59:26.5376073 Output 662807 application/pdf Accepted Manuscript true true eng
title Towards a 21st Century Personalised Learning Skills Taxonomy
spellingShingle Towards a 21st Century Personalised Learning Skills Taxonomy
Tom Crick
title_short Towards a 21st Century Personalised Learning Skills Taxonomy
title_full Towards a 21st Century Personalised Learning Skills Taxonomy
title_fullStr Towards a 21st Century Personalised Learning Skills Taxonomy
title_full_unstemmed Towards a 21st Century Personalised Learning Skills Taxonomy
title_sort Towards a 21st Century Personalised Learning Skills Taxonomy
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Rupert Ward
Oliver Phillips
David Bowers
Tom Crick
James H. Davenport
Paul Hanna
Alan Hayes
Alastair Irons
Tom Prickett
format Conference Paper/Proceeding/Abstract
container_title 2021 IEEE Global Engineering Education Conference (EDUCON)
publishDate 2021
institution Swansea University
isbn 978-1-7281-8479-1
978-1-7281-8478-4
issn 2165-9559
2165-9567
doi_str_mv 10.1109/educon46332.2021.9453883
publisher IEEE
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description 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.
published_date 2021-06-18T04:11:06Z
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