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Careers Education: Networked Delivery

Careers Education: Networked Delivery. Rosie Alexander, Nicola Smith & Helen Anton University of the Highlands and Islands. Aims. Introduce the UHI context Introduce the UHI networked careers service model Identify current approaches to Careers Education

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Careers Education: Networked Delivery

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  1. Careers Education: Networked Delivery Rosie Alexander, Nicola Smith & Helen Anton University of the Highlands and Islands

  2. Aims • Introduce the UHI context • Introduce the UHI networked careers service model • Identify current approaches to Careers Education • Discuss the use of videoconference for Careers Education • Provide an opportunity for Q&A!

  3. UHI • Federal Partnership • 13 Academic Partners • Includes: large tertiary colleges, specialist research institutions • Networked, blended delivery model • Executive Office – Administrative headquarters

  4. UHI Career Centre Team UHI Career Centre Team UHI Career Centre Team Rosie Alexander, Careers Manager Iain Morrison, Head of Student Services Helen Anton, Careers Assistant Nicola Smith, Employment Skills Manager

  5. Careers Services – Networked model Website is the ‘home’ of the Career Centre • Information: online, with limited materials onsite • Guidance: email and telephone • Education: • Career Seminars • Workshops • Virtual Fairs

  6. Using VC Seminars Workshops Understanding the working world CVs & Application Forms Reflection & development • Careers in Teaching • Careers in Social Work • Self Employment • Internships Employer Fairs • Careers in Computing

  7. Videoconference: Fears Presenting information • Reduced options • Technology failure Interaction • Limited interaction • No group dynamic • Reduced participation • No small talk, no humour

  8. UHI: Positive videoconferencing! • Main way of delivering education (on most programmes). • It is not second class or a weaker alternative to face to face delivery. • Creative presentation, tutor-class interaction, reflective activities, group activities and humour are all possible.

  9. VC’s as an add-on • No “eye-contact” between tutor and VC groups. • Visual material not fully legible. • Virtual students become second class citizens

  10. UHI Classrooms: Twin Screen Arrangement

  11. Desk-top classroom

  12. Teaching using VC Areas to consider: • Setting up the ‘classroom’ • Planning the lesson • Delivery style & encouraging interaction

  13. Setting up the ‘classroom’ • Check equipment is set up prior to VC. • Check presentation is working (but have a back up plan!) • Ensure you are facing the camera and the local group. • Invite all locations to introduce themselves: record names and locations, check camera and microphone set up in each location.

  14. Audience Behaviour • Sit on screen. • Ensure adequate lighting. • Zoom in for body language and facial detail. • Mute microphones when not speaking.

  15. Planning the lesson • Plan for VC: • Clearly structure the session • Plan regular breaks for feedback • Powerpoint (or similar) can help – but have a contingency plan! • Switch regularly between presentation and head shot. • Consider how to include interactive elements • Manage timings carefully: endings can be abrupt

  16. Example of session aims • Look at different models for career development • Reflect on personal choices and circumstances • Identify ways of approaching job-search • Look at strategies for self-presentation • Provide the basis for developing a career plan Lecture Exercises Discussion Assignment

  17. Encouraging interaction Basic: • Encourage ‘interruption’ but stop regularly for Q&A. Better: • Warn students they will be asked specific questions & direct questions to different people or sites. Best: • Use activities where possible.

  18. Using Activities Card-sorts, lifeline exercises, discussion groups, pair activities are all possible: • Check sizes of groups at different locations. • Circulate materials prior to session. • Preferably have someone on site to facilitate. • Manage timings closely

  19. Example exercise: Lifestyle choices Personal priorities some ideas: • Salary • Authority • Challenge • Location • Hours • Learning • Progression • Security • Autonomy

  20. Other factors to consider • Identify how to market sessions • Provide companion worksheets / information electronically • Use feedback forms – feedback on the day is likely to be limited. • Briefings for students, staff and external speakers

  21. Advantages of VC • Overcomes distance • Adds diversity to a group • Encourages ownership and control • Equality of experience • Recordings possible (no one misses out, can be video clipped) • Flexibility in location of delivery as well as reception

  22. Contact www.uhi.ac.uk/careercentre careercentre@uhi.ac.uk 01463 279213 rosie.alexander@uhi.ac.uk 01856 569265

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