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Job Profiles

Job Profiles. First Results, Questions and Recommendations. Summary. The Methodology First results of the survey Draft recommendations. 1. The Methodology. Our Approach.

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Job Profiles

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  1. Job Profiles First Results, Questions and Recommendations Bernard Blandin

  2. Summary • The Methodology • First results of the survey • Draft recommendations Bernard Blandin

  3. 1 The Methodology Bernard Blandin

  4. Our Approach • Job Profiles are context dependent insofar they are made of different combination of activities and of elementary tasks • The only level which is stable across organisations is the task level, which requires a definite set of competencesmore or less independent of the organisation Bernard Blandin

  5. Activity 1 Job } { Activity 2 Competence 2 Competence 4 Competence 5 Competence 1 Competence 2 Competence 3 Task 2 Task 1 Activity 3 Relations between concepts Process description Job description Bernard Blandin

  6. Structure of the grid Bernard Blandin

  7. The Training Process • Design • System design • Instruction design • Product design • Prescription • Training needs analysis, • Prior Learning Assessment • Implementation • Training delivery • Evaluation of training / certification. Bernard Blandin

  8. The jobs surveyed • Instruction Designer • Subject Matter Expert • Teacher • Trainer • Tutor • Coach • Mentor • Expert Bernard Blandin

  9. Services Resource Centre Virtual Campus Virtual Commmunities Teletutoring Small numbers Big numbers Broadcast Course Virtual Classroom Online Learning Classroom Correspondence Course Products The four « Worlds » of ODL Local Service Global Service Industry « Arts and Crafts » Bernard Blandin

  10. Services Resource Centre Virtual Campus Virtual Commmunities Teletutoring Small numbers Big numbers Broadcast Course Virtual Classroom Online Learning Classroom Correspondence Course Products The Trainers Profiles Coach Tutor / Expert Trainer / Teacher Bernard Blandin

  11. Services Resource Centre Virtual Campus Virtual Commmunities Teletutoring Small numbers Big numbers Broadcast Course Virtual Classroom Online Learning Classroom Correspondence Course Products The Designers Profiles Systems Designers Support Tools Designer Subject Matter Expert / Material Designer Instruction Designer Bernard Blandin

  12. 2 First results of the survey Bernard Blandin

  13. AUTOFOD SIEMENS PROFISSS FADOL Instruction Designer X X X Subject Matter Expert X X Teacher X Trainer X X X Tutor X X X Coach X X Mentor X Expert X X X X The Cases Studies Bernard Blandin

  14. The Expert • The name “Expert” seems to be understood in different ways, since for each case, the expert participates in different but limited range of activities: • Instruction Design and System Design for PROFISS and FADOL • Training Needs Analysis for SIEMENS • Teaching and Training Delivery for AUTOFOD Bernard Blandin

  15. The Trainer (1) • The range of activities in which the “Trainer” is involved is important: for two cases, all activities are part of the trainer’s job! This certainly means that “Trainers” is rather a generic term. • Two main ranges of activities: • Teaching & Training Delivery • InstructionDesign and Material Design Bernard Blandin

  16. The Trainer (2) • Cores tasks in which the Trainer is involved: • Delivery of verbal content (teaching) • Provision of support to learner concerning • Learning Methodology • Content • Fostering learner’s motivation and self-study readiness • Fostering group communication and collaborative work • Facilitating learning and transfer Bernard Blandin

  17. The Instruction Designer • Emphasis is put in the Instruction Designers’ job on the Material Design phase. • The tasks appearing as the core of his/her job are the following: • Analysis of course syllabus • Choice of learning methodologies • Planning the learning process • Planning the evaluation process • Breaking down the course into learning situations • Sketching and validating scenarios for the material Bernard Blandin

  18. The Tutor • This job clearly appears as related to distance Teaching and Training Delivery • The tasks achieved by the Tutor are the following: • Distance support to the learner concerning: • Learning Methodology • Learning Content • Technological matters • Distance fostering of: • Self-Study readiness • Group communication and collaborative work • Distance facilitating of learning and transfer • Distance monitoring of learner’s progress Bernard Blandin

  19. The Subject Matter Expert • This profile seems to be rather complementary to the Instruction Designer: whereas the Instruction Designer activity seems to focus on the “structure”, on the formal aspects of the design, the Subject Matter Expert activity concentrates on the learning content Bernard Blandin

  20. The Coach • At the opposite of the Tutor which supports the learner at distance, the Coach appears to perform in on-the-job learning situations. One difference between the Coach and Tutors or Trainers seems to be that his/her activity is focussed on the content, or at least on the cognitive field: he/she does not seem to play a part in the “conative” aspects (fostering motivation, transfer…) Bernard Blandin

  21. Provisional Conclusions (1) • The names do not mean the same thing for everybody. • The “Trainer” is still the core “character” on the scene, and ideally, he/she is vested with all the roles which are now developing Bernard Blandin

  22. Provisional Conclusions (2) • New roles are emerging, requiring more dedicated skills • In Design activities • In Mediation activities • Beyond these new roles, the more traditional roles are transformed Bernard Blandin

  23. Knowledge Trainer Design Learner Mediation How things evolve Bernard Blandin

  24. 3 Draft Recommendations Bernard Blandin

  25. 1 • Names do not mean the same thing for everybody, and the activities behind are context-dependant. So, before stabilising titles, further investigation is required, using a similar approach which allows to capture and understand the diversity Bernard Blandin

  26. 2 • New Job Profiles are clearly emerging, stemming from the evolutions of the Trainers’ job towards two directions, Design of Learning Systems, and Mediation. Nevertheless, a larger survey is needed to determine the core tasks performed in each field, and the various profiles Bernard Blandin

  27. 3 • ICT and its uses are becoming part of all profiles, but the competences required by each profile do not seem to be similar. This means that, if there should be a common basic level of mastery, specialisation is also required for at least each of the two domains: Design of Learning Systems, and Mediation Bernard Blandin

  28. 4 • In any case, preparing the specialisation or supporting the evolution of actual Trainer’s role as a paradigm of all future roles requires the development of Training the Trainers courses in all countries. There is here an opportunity for a dedicated Action Plan within the Commission eLearning Initiative Bernard Blandin

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