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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

IEEE Global Engineering Education Conference (EDUCON'21)

Swansea University Author: Tom Crick

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: IEEE Global Engineering Education Conference (EDUCON'21)
Published: IEEE 2021
URI: https://cronfa.swan.ac.uk/Record/cronfa56272
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spelling 2021-09-24T16:26:20.5824834 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 IEEE Global Engineering Education Conference (EDUCON'21) IEEE 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 2021-09-24T16:26:20.5824834 2021-02-17T09:35:14.2288070 College of Arts and Humanities School of Education 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 IEEE Global Engineering Education Conference (EDUCON'21)
publishDate 2021
institution Swansea University
doi_str_mv 10.1109/EDUCON46332.2021.9453883
publisher IEEE
college_str College of Arts and Humanities
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hierarchy_top_title College of Arts and Humanities
hierarchy_parent_id collegeofartsandhumanities
hierarchy_parent_title College of Arts and Humanities
department_str School of Education{{{_:::_}}}College of Arts and Humanities{{{_:::_}}}School of Education
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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 2021-06-18T04:15:41Z
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