© Ariadne 2004 ARIADNE Training model for practitioners Guidelines for web based guidance

© Ariadne 2004 Ariadne: out of the e-labyrinth Centre for training in Careers guidance, UEL; University of East London Careers Europe, Bradford; Adult Education Committee, Göteborg; Mentor, Bucharest; ASTER, Bologna

© Ariadne 2004 Today’s group: who we are Think about what you bring to the session Think about what it is you hope to get out of the session Introduce yourself

© Ariadne 2004 Ariadne: out of the e-labryinth The aims of this training session are to consider : the integration of web-based tools in careers guidance practice; appropriate use of web-based tools with different client groups.

© Ariadne 2004 Objectives: To consider how web-based tools affect your professional guidance practice; To interrogate the theoretical basis of web- based tools; To develop awareness of design implications; To reflect on ethical implications for practice.

© Ariadne 2004 Intended learning outcomes are: To have considered how web-based tools affect the way you work; To have interrogated the theoretical basis of web-based tools; To have considered design factors; To have considered the ethical implications for practice.

© Tomas Mjörnheden© Ariadne We define how to work with ICT Rather than the technology defining how we work

© Ariadne 2004 IAEVG Competency framework C1 Demonstrate appropriate ethical behavior and professional conduct in the fulfilment of roles and responsibilities 6.8 Skills to build up a good image as a professional

© Ariadne 2004 The web and your practice How has the internet changed your professional practice? How has the web changed the way you work with clients?

© Ariadne 2004 Substitution (or value added)? Fear of losing job to ICT Fear of nameless advisor Fear of unregulated practice

© Ariadne 2004 Value added (or substitution)? Value of accessibility Value of anonymity Value of reliability

© Ariadne 2004 Recommendations Gothenburg, 2001 Ethical & quality standards which look forward, not back; New role should inform the work of developers, not be led by it; Evaluate existing theories in the context of ICT based guidance.

© Ariadne 2004 Recommendations Gothenburg, 2001 Recognise the digital divide and the need for equal provision for all; Help those who cannot help themselves; Recognise different learning styles (for practitioners and users alike)

© Ariadne 2004 Ariadne guidelines: Underlying theory – or not Design Ethical considerations

© Ariadne 2004 Web-based tools & Underlying Theory Are the guidance theories underpinning web-based tools transparent ? Do any of the tools explicitly identify the theoretical constructs on which they are based ? Is this important ?

© Ariadne 2004 Matching Approaches Many web-based guidance programs are basically data-bases, using a matching process - equating skills, interests & abilities to jobs Such web-based tools provide useful starting points to explore options What are some of their limitations?

© Ariadne 2004 Sociological Approaches Many web-based tools take an individualistic perspective, rather than viewing a person in their context. From sociological perspectives tools should help people consider constraining factors such as gender, ethnicity, age or location affecting decision making.

© Ariadne 2004 Social Learning Theories Suggest the goal of practitioners is to generate ‘learning experiences’ for clients involving personal as well as career issues Internet based tools can help to develop people’s knowledge of the reality of learning or work opportunities.

© Ariadne 2004 New Theories Theories, such as social constructivism, emphasise collaboration & joint action so clients are actively engaged Clients may observe personal development, gaining feedback that develops self awareness and encourages them to take responsibility

© Ariadne 2004 Design considerations How is info intended to be used? Is this an independent site? Resources & services offered Surfability

© Ariadne 2004 Design considerations Credibility Graphics Language

© Ariadne 2004 Ethical implications Protection for client; Protection for practitioner; Doing good or avoiding harm? Client centred approach permits client autonomy and related risk

© Ariadne 2004 Evaluate 3 websites: Which clients would this work for? How would you use it? Theoretical orientation? Design/Accessibility? Ethical considerations?