Research Data:
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The majority of adults do not have the digital literacy skills needed to '''enter or succeed in the workplace'''. They will need to participate meaningfully in social media technologies in order to be able to adjust to the '''rapid changes in most workplaces'''. Social media encompasses a range of contemporary web-based technologies that facilitate scalable and interactive communication around the creation and exchange of user-generated content -- these skills are becoming essential not just in the workplace, but perhaps more importantly for participation in '''learning, the community and the family'''. It is estimated that social media accounts for 22 percent of all time spent online in the United States of America (Nielson 2010: [http://blog.nielsen.com/nielsenwire/global/social-media-accounts-for-22-percent-of-time-online/ Online]) and the most visited websites of the world are social media websites (i.e. Facebook, Youtube, Blogger, Wikipedia, Twitter)). However, existing learning resources for skills development in social media are sparse and inadequate because they are typically vendor specific, restrict reuse due to restrictive copyright arrangements and not designed for an adult audience.
The majority of adults do not have the digital literacy skills needed to '''enter or succeed in the workplace'''. They will need to participate meaningfully in social media technologies in order to be able to adjust to the '''rapid changes in most workplaces'''. Social media encompasses a range of contemporary web-based technologies that facilitate scalable and interactive communication around the creation and exchange of user-generated content -- these skills are becoming essential not just in the workplace, but perhaps more importantly for participation in '''learning, the community and the family'''. It is estimated that social media accounts for 22 percent of all time spent online in the United States of America (Nielson 2010: [http://blog.nielsen.com/nielsenwire/global/social-media-accounts-for-22-percent-of-time-online/ Online]) and the most visited websites of the world are social media websites (i.e. Facebook, Youtube, Blogger, Wikipedia, Twitter)). However, existing learning resources for skills development in social media are sparse and inadequate because they are typically vendor specific, restrict reuse due to restrictive copyright arrangements and not designed for an adult audience.
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* Career Development Practitioners
The vast majority of adults are excluded from utilizing the benefits of social media for work and learning due to a lack of skills in using these technologies. International data collected by the OER Foundation (OER Foundation, 2009,[http://wikieducator.org/images/a/ac/L4C_Report_Aug09.pdf Online]) confirms that 64% of new account holders in their wiki projects have not created a wiki account prior to signing up for an online wiki skills course.
The vast majority of adults are excluded from utilizing the benefits of social media for work and learning due to a lack of skills in using these technologies. International data collected by the OER Foundation (OER Foundation, 2009,[http://wikieducator.org/images/a/ac/L4C_Report_Aug09.pdf Online]) confirms that 64% of new account holders in their wiki projects have not created a wiki account prior to signing up for an online wiki skills course.
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'''Career Service Professionals'''
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* Cost is a big issue
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* The Place of Social Media
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:* Social media is recognized as being an important tool for undertaking career service work. 24% believe it is very important, while 41% think it is important. Only 4% believe that it is not at all important.
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* Social Media and Client Training
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:* Only 11 percent is very skilled - which poses challenges in educating clients about social media tools; 12% are very involved compared to 42% who are not at all involved.
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* See [http://ceric.ca/files/survey/SURVEY%20OF%20CAREER%20SERVICE%20PROFESSIONALS%20HIGHLIGHTS%20REPORT.pdf Report (p. 3) - Place of Social Media, and Social Media and Client Training]
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=== Social Media Tools ===
Social media tools can be divided into three groups:
Social media tools can be divided into three groups:
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#* Integrating and refining existing pedagogical approaches from existing tools and digital literacy approaches for reuse in social media contexts.
#* Integrating and refining existing pedagogical approaches from existing tools and digital literacy approaches for reuse in social media contexts.
#* Drawing on the research and experience of conducting Massive Online Open Courses (MOOCs) under the auspices of Athabasca University, which typically attract more than 1000 learners per course.
#* Drawing on the research and experience of conducting Massive Online Open Courses (MOOCs) under the auspices of Athabasca University, which typically attract more than 1000 learners per course.
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#* Building on the ground breaking work of the Commonwealth of Learning (Vancouver), the OER Foundation (New Zealand) in pioneering scalable and low cost online training models. Since adoption in 2008, the Learning4Content free training project has provided free training opportunities to more than 5200 educators in 135 different countries.
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#* Building on the ground breaking work of the Commonwealth of Learning (Vancouver), the OER Foundation (New Zealand) in pioneering scalable and low cost online training models. Since adoption in 2008, the
[[
Learning4Content
|Learning4Content]]
free training project has provided free training opportunities to more than 5200 educators in 135 different countries.
# '''Building expertise & capacity''': The refinement of existing models will contribute to building expertise in successfully scaling literacy training internationally using open education approaches. Many literacy trainers, themselves lack the digital social networking skills that are so important. This project will include participation by literacy trainers and thus upgrade their skills and their capacity to create, design, and deliver effective literacy training using modern technologies.
# '''Building expertise & capacity''': The refinement of existing models will contribute to building expertise in successfully scaling literacy training internationally using open education approaches. Many literacy trainers, themselves lack the digital social networking skills that are so important. This project will include participation by literacy trainers and thus upgrade their skills and their capacity to create, design, and deliver effective literacy training using modern technologies.
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* Develop and implement an online communication and reporting strategy to maximize participation and engagement of all stakeholders in the open design and development process.
* Develop and implement an online communication and reporting strategy to maximize participation and engagement of all stakeholders in the open design and development process.
* Collaborative and transparent development of the curriculum outline for sub-units and subsections of the social media literacy toolkits covering the dimensions of communication, content collaboration and multimedia. (All stakeholders will be free to participate in the development of the curriculum outlines.)
* Collaborative and transparent development of the curriculum outline for sub-units and subsections of the social media literacy toolkits covering the dimensions of communication, content collaboration and multimedia. (All stakeholders will be free to participate in the development of the curriculum outlines.)
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* Develop 12 independent study tutorials / toolkits for online delivery using mass online workshop approaches
totalling
a minimum of 120 notional student learning hours. The toolkits will incorporate blogging,
microblogging
, social networking, wikis, social bookmarking, image sharing, video sharing, live casting and presentation sharing. (Using open development methodologies, all stakeholders will be free to participate in the development of the toolkits.)
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* Develop 12 independent study tutorials / toolkits for online delivery using mass online workshop approaches
totaling
a minimum of 120 notional student learning hours. The toolkits will incorporate blogging,
micro-blogging
, social networking, wikis, social bookmarking, image sharing, video sharing, live casting and presentation sharing. (Using open development methodologies, all stakeholders will be free to participate in the development of the toolkits.)
* Develop Apprenticeship and Certification Framework, based on the [[WikiMaster|WikiMaster]] Framework
* Develop Apprenticeship and Certification Framework, based on the [[WikiMaster|WikiMaster]] Framework
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* '''Research''': Groups: (1) Aboriginal; (2) Newcomers / Immigrants; (3) Disabilities
* '''Research''': Groups: (1) Aboriginal; (2) Newcomers / Immigrants; (3) Disabilities
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'''Phase 3: Deliver (full-scale), monitoring and evaluation
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'''Phase 3: Deliver (full-scale)
, certification
, monitoring and evaluation
==Project outputs==
==Project outputs==
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* '''A demonstrated model for delivery''' using open file formats and open content licensing, which can be adopted by all institutions without restriction.
* '''A demonstrated model for delivery''' using open file formats and open content licensing, which can be adopted by all institutions without restriction.
* '''The project will establish a steering group''' comprising national and international leaders in the field of adult literacy, social media and open education resources for overseeing the development and implementation of a monitoring and evaluation reporting plan based on a results-based management framework.
* '''The project will establish a steering group''' comprising national and international leaders in the field of adult literacy, social media and open education resources for overseeing the development and implementation of a monitoring and evaluation reporting plan based on a results-based management framework.
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* Certification Model (peer-based)
=== Resources ===
=== Resources ===