Blended English programmes for National Skills Qualification Framework
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This document discusses using blended learning to develop digital literacy, English language, and workplace skills aligned with India's National Skills Qualification Framework (NSQF). Blended learning utilizes both online and in-person resources to provide autonomy, expert guidance, and connections between classroom and real-world settings. An "ecology of resources" approach interacts learners with a network of knowledge, tools, people and environments. Learner-generated contexts further personalize learning around interests. This prepares learners for 21st century careers through acquisition of language, digital literacy, and lifelong learning abilities in authentic contexts.
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Blended English programmes for National Skills Qualification Framework
- 1. Digital literacy matters. Designing blended English language programmes to meet National Skills Qualifications Framework criteria Kshema Jose kshema@efluniversity.ac.in 4th International Conference MAGIC (Methods, Aesthetics and Genre in Communication) An Initiative to Support Skill India Centre for Professional Communication, University of Petroleum and Energy Studies , Dehradun, Uttarakhand, India 10th and 11th of November, 2016.
- 6. 21 century workplace skills social and communication skills sift through information analyse, judge, evaluate, collaborate, construct, create, use information technology/ digital tools (European University Association) Transferable and interdisciplinary skills incorporated in the curriculum (BVR Chawdari, National University of Singapore) •
- 8. Importance of English at the workplace
- 9. 21 century workplace skills Digital literacy skills (Dudeney, 2015) Pedagogical practices (Warschauer, 2011) Comprehend Write Search Retrieve Store Analyse Evaluate Critical thinking Problem solving Use information technology/ digital tools Language Information Content Communicate Collaborate Connect Community Construct Create Design Construct Compose
- 10. NSQF and Skill India • Launch of Digital India • President’s address to Central Universities/ Institutions • Launch of Skill India • National policy on skill development and entrepreneurship • National Skills Qualification Framework – Ministry of skill development and entrepreneurship
- 11. Level 05 Processes required Professional knowledge Professional skill Core skill Responsibility job that requires well developed skill, with clear choice of procedures in familiar context knowledge of facts, principles, processes and general concepts, in a field of work or study. a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information Desired mathematical skill, understanding of social, political and some skill of collecting and organising information, communication Responsibility for own work and learning and some responsibility for other's works and learning
- 12. NSQF Core skills • Professional development: reading, writing, and speaking, social skills, presentation skills, ability to collect and organise information, and conduct development of self and others, plan self-study, ability to solve problems, and taking strategic decisions in unpredictable and complex situations. • Personal development: arithmetic, financing, environment, hygiene and social, political and economic awareness
- 13. Core skills (NSQF) New literacies/ digital literacies/ workplace skills Reading and writing Ability to collect and organise information Speaking Ability to solve problems Reading and writing in the digital mode Collecting and organising information in the digital medium Speaking using digital channels Speaking and presentation skills using digital tools Problem solving in unpredictable complex situations via digital collaboration Social skills Presentation skills Interact with a wider community using digital modes of communication Negotiate; create; re-create ideas, knowledge, and artefacts Conduct development of self Plan self-study Arithmetic, financing, hygiene Environment, social, political and economic awareness Lifelong learning and Learner autonomy Self-development through digital means Functional skills Cultural and social understanding Understanding diverse socio-economic-cultural patterns through digital interactions with a wider community
- 14. Instructional methodology: use of context • Utilise all available opportunities to develop a unique education system taking into account the socio-cultural context of the country • Making use of students’ existing knowledge levels • Making apprenticeships and on the job training an integral part of the training process • Promote close linkages with industry and facilitate placement. • Leverage existing public infrastructure • Allow creation of learner specific learning settings (NSQF)
- 15. English Digital literacy Context based resources learner Professional competence Personal competence
- 16. We self-engineer to think and perform better in the world where we find ourselves in. Clark, 2008.
- 17. The Ecology of Resources (Luckin, 2010) in blended classrooms Digital literacy, English and context-embedded resources
- 20. Skill training using blended learning • Autonomy in terms of pace, place, content and time of learning, • Learning under expert human eyes • Learning possible both inside and outside classroom settings • Reduces disconnect between classrooms and social settings • Multiple innovative and highly personalised methodologies • Facilitate interactions of various types with a number of agents
- 21. EoR in blended learning – advantages of interacting with resources using technology • Knowledge and skills • Tools and people • Environment – Contributes to an increase in the resources available in a learner’s context – Facilitates higher order thinking – Alters the constraining effect of filters – Enables more involved interactions – Promotes advantageous linking between components in the network of resources – Increases conducive learner-resources interaction
- 22. Learner generated contexts • Highly personalised learning contexts • Created by a group of learners • Choose and order resources available to suit their needs • Based on their interests
- 23. Learner generated contexts • E-portfolio • Voicethread • Padlet • Spiderscribe • Facebook • Blog • Wiki • krita.org and lunapic • bookr
- 24. EoR in blended learning for skill development - advantages • Wider zone of proximal development • Acquisition of language, digital literacy and content literacy • Context-dependent learning events that are learner needs-specific • Values of freedom, individualism and participation • Close the digital divide by “ownership, control, and content” to all (Ernest J Wilson III) • Allow lifelong learning opportunities and build autonomy
- 25. Implications • help teachers realize the potential benefits of using technology and context, so that they move from simple use of technology to quality use of technology • make training more powerful by creating learning opportunities that are engaging and relevant to learners’ lives, and prepare them for success in the workplace and society. • continuous learning in authentic knowledge and sustainable learning environments by providing knowledge development and knowledge sharing opportunities with professionals, practitioners, experts, and users in their fields. • creating tools with user interfaces that allow and accommodate multiple interaction pathways with content and people – for manipulation, design, aggregation and curating of content. • threshold of English and digital literacies for learner- generated contexts Teacher Learner Learning technology design experts Researcher
- 26. Preparing learners for a life of careers EoR framework and blended learning. Implementing NSQF.
Notas del editor
- For client communication; team communication; wider/ overseas communication; lesser training costs; brand reputation; business profits; high employee morale; high productivity;
- We self engineer to think and perform better in the world where we find ourselves in. We self engineer worlds in which to build better worlds to think in. We build better tools to think with and use these very tools to discover better tools to think with. We find better ways to use these same tools..we devise better envionemnts that help build better environemtns…Clark, 2008. p 168
- like apprenticeships, on the job training, linkages with industry to deliver unique and industry specific training modes in the skills development sector. According to Freedman (1995), the amount, quality and types of interactions can be increased when they are mediated by tools like language, and non-verbal tools like technology and artefacts. ranging from highly involved to relatively uninvolved, and consequently the depth of learning also varies
- content is presented in multiple perspectives and using multiple modes, and, there is scope for more and active interaction with content (Hooper and Rieber, 1995). Freedman (1995) observed that the most highly involved classroom interaction occurred when students were involved in curriculum making, and the least involved and most superficial interactions occurred while preparing for exams. When accessed through technology, knowledge and its filters like curriculum become more tangible and malleable objects. Deleterious effects of filters can thus be reduced and filters even overcome in digital modes of interaction. A larger number and types of tools and people are available and accessible when learner interaction is facilitated through technology. . Digital tools can also be employed as workhorse to deliver expertise in skills that require routine and repetitive practice, activities that are not practical in classroom settings. So is the case with regard to people. In a face-to-face classroom we might have experts visit, give a lecture, interact and leave . Digital tools can also be employed as workhorse to deliver expertise in skills that require routine and repetitive practice, activities that are not practical in classroom settings. So is the case with regard to people. In a face-to-face classroom we might have experts visit, give a lecture, interact and leave Luckin points out that various resource elements in a learner’s context are linked, encouraging and making use of these connections can help scaffold learning. Temporal and spatial filters that prevent availability of various environment resource components are a huge setback to skill-based learning. Through the use of virtual reality, tangible technology, embedded reality, augmented reality, digital artefacts, etc. such filters can be overcome.
- Digital literacy skills empower learners with the capacity to create highly personalised learning contexts, or Learner Generated Contexts (Luckin, 2010). A learner-generated context is defined as a context created by a group of learners interacting, in an environment that encompasses teachers, academics, designers and policy makers, but goes beyond them with a common, and highly specific, self-defined goal. A learner generated context is created by a group of learners who choose and order resources available to them in their ZAA to create an ecology that meets their needs.