Conference Paper/Proceeding/Abstract 1127 views 430 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
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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URI: | https://cronfa.swan.ac.uk/Record/cronfa56272 |
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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 SOSS 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 Social Sciences School COLLEGE CODE SOSS 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 |
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Towards a 21st Century Personalised Learning Skills Taxonomy |
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Towards a 21st Century Personalised Learning Skills Taxonomy |
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Tom Crick |
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Rupert Ward Oliver Phillips David Bowers Tom Crick James H. Davenport Paul Hanna Alan Hayes Alastair Irons Tom Prickett |
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2021 IEEE Global Engineering Education Conference (EDUCON) |
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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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2021-06-18T08:43:27Z |
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11.051368 |