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game 2 WORK

Games to help those with an intellectual disabilities become game to work Greg Carey. game 2 WORK. University of Canberra 04/12/2006. game 2 WORK. WORK IS KEY, NOT A DEGREE” Chris Robinson (DECS CEO) Front page Advertiser 4/11/2006.

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game 2 WORK

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  1. Games to help those with an intellectual disabilities become game to work Greg Carey game2WORK University of Canberra 04/12/2006

  2. game2WORK WORK IS KEY, NOT A DEGREE” Chris Robinson (DECS CEO) Front page Advertiser 4/11/2006 40% of South Australian students who left school in 2005 were not in full time employment or further study by May Dusseldorp Skills Forum, 2006 Front Page Advertiser 11/11/2006

  3. game2WORK

  4. game2WORK What is needed for those with an intellectual disability to be game2WORK ?

  5. game2WORK Emerging factors: skills can be more easily taught in the workplace other factors may be much more important in preparing new employees for a successful transition into the workplace (Black & Langone, 1997; Elksnin, 1993; Kright, 1999; Wehmeyer, Agran, & Hughes, 1998; Worth, 2003) Non-cognitive factors may be more important than the cognitive aspects traditionally addressed by the education and training system (Cherniss, 2000 Greenspan & Granfield, 1992 ).

  6. game2WORK HOWEVER the skills acquired may not be generalised by the learner, or they may quickly become obsolete and redundant (Daniel, Schwier, & McCalla, 2003). Education and training groups have developed social skills programs to explicitly teach knowledge and skills

  7. game2WORK Social Awareness teaching aims to help learner gain tacit knowledge drawn from experience Programs which aims to develop tacit knowledge are less likely to become obsolete and redundant(Daniel et al., 2003; Dourish & Bellotti, 1992, Solenkemp, 1999)

  8. game2WORK Workplace Social Capital(Daniel et al., 2003) Networks of strong personal relationships that develop: • trust, • cooperation and • collective action (Jacobs, 1965)

  9. game2WORK information exchange, knowledge sharing, and knowledge construction (Luke, 2003) In the workplace this means:

  10. game2WORK Workplace Social Capital - 3 types of relationship building : Bonding - establishing relationships with people who have similar roles. Bridging - establishing relationships with people who are in different roles or situations. Linking - establishing relationships with people in power. (Woolcock, 1998)

  11. game2WORK The failure of many existing programs may be due to • the traditional concentration on explicit social skills training (Daniel et al., 2003) • rather than the development of tacit social awareness (Sohlenkemp, 1999) • Linked to this is the difficulty in assessing personal attributes andthe complexity of reporting these skills to employers (Pardy, 2004)

  12. game2WORK Knowledge Skills Attitude Awareness How do they fit together?

  13. game2WORK Knowledge + Skills = Aptitude Aptitude + Attitude = Ability Ability + Awareness = Achievement

  14. game2WORK Knowledge + Skills = Aptitude This has been the typical approach by education and training organisations

  15. game2WORK Knowledge + Attitude = Ability Some Education and training authorities have look to this area, but most programs have relied on outside influences

  16. game2WORK Ability + Awareness = Achievement Education and training authroties have not addressed this aspect.

  17. game2WORK Awareness is the ability to recognise and mediate a situation using past (“conceptial mediation”)

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  22. game2WORK The next step in my research: How can games develop this awareness? (In particular scenario based computer simulations)

  23. Supporting those with an intellectual disabilities become game to work Greg Carey game2WORK University of Canberra 04/12/2006

  24. References Black, R. S., & Langone, J. (1997). Social awareness and transition to employment for adolescents with mental retardation. Remedial and Special Education, 18(4), 214. Carey, G. J. P. (2005). Using Moodle to support the preparation of new workers who have an intellectual disability. Paper presented at the Moodle Moot 05, Oxford Institute of Legal Practice, Oxford, United Kingdom. Cherniss, C. (2000). Emotional Intelligence: What it is and Why it Matters. Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology,, New Orleans, LA. Daniel, B., Schwier, R. A., & McCalla, G. (2003). Social Capital in Virtual Learning Communities and Distributed Communities of Practice. Canadian Journal of Learning and Technology, 29(3). Dourish, P., & Bellotti, V. (1992). Awareness and coordination in shared workspace. Paper presented at the Proceedings of Computer Supported Collaborative Work (CSCW) 1992., Toronto. Dusseldorp Skills Forum. (2006). How are young people faring 2006 - Key Indicators. An update about the learning and work situation of young Australians: Dusseldorp Skills Forum. Elksnin, L., Elksnin,N.,& Saborinie,E. (1993). Job-related Social Skills Instruction of Adolescents with Mild Mental Retardation. Journal of Vocational Rehabilitation. Greenspan, S., & Granfield, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal on Mental Retardation, 96, 442-453. Jacobs, J. (1965). The death and life of great American cities. NJ: Penguin Books. Kavale, K. A., & Mostert, M. P. (2004). Social Skills Interventions for Individuals with Learning Disabilities. Learning Disability Quarterly, 27, 31-47. Kright, K. A., L. (1999). Assessing Job-Readiness Skills- how students, teachers and employers can work together to eahance on the job training. Teaching Exceptional Children. Luke, C. (2003). Pedagogy, connectivity, multimodality, and interdisciplinarity. Reading Research Quarterly, 38(3), 397. Pardy, J. (2004). Back 2 basics - Employability skills. Training Packages at Work Retrieved July 20, 2004, 2004, from http://www.tpatwork.com/ViewArticle.asp?articleid=1310 Sohlenkemp, M. (1999). Supporting group awareness in multi user environments through perceptualisation. Berlin: Forschngszentum Informationstechnik - Germany. Vaughn, S., Bos, C., & Schumm, J. (2007). Teaching students who are exceptional, diverse, and at risk in the general education classroom (4th ed.). Boston: Pearson Education. Wehmeyer, M., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. MD: Paul Brookes. Woolcock, M. (1998). Social capital and economic development: Towards a theoretical synthesis and policy framework. Theory and Society, 27(2), 151-208. Worth, S. (2003). Adaptability and Self-Management: A New Ethic of Employability for the Young Unemployed? Journal of Social Policy, 32, 607.

  25. game2WORK How does this fit? Education and training are often seen as vital aspects of strengthening security. This research may provide some directions to consider to ensure effective programs for education and training

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  27. game2WORK What is needed for those with an intellectual disability to be game2WORK ? WORKPLACE SOCIAL CAPITAL

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