1. ICT Skills 2: ICT Tools and training for E-guidance practitioners Anthony Barnes Barbara Busi Cristina Cogoi Giulio Iannis IAEVG Conference, Jyväskylä Oral Presentation Sessions Thursday, June 4th, from 16.30 to 18.00 Session 25 The use of ICT in guidance

2. TODAY PRESENTATION This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein Project description Project exploitation

3. FROM ICT SKILLS 1 TO ICT SKILLS 2 This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein ICT SKILLS for guidance counsellors ICT SKILLS for guidance counsellors - Map of guidance related ICT competences - Proposal of training model ICT SKILLS 2 ICT tools and training for E-guidance practitioners

4. ICT SKILLS 2 PROJECT This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein Problem to face with: enable guidance practitioners to: use ICT media and software to the standard of an applied user; design effective guidance solutions that use a range of ICT tools as well as ICT and face-to-face interventions in different combinations; contribute to cutting edge developments in the use of ICT in guidance work; resolve practical and ethical difficulties relating to the application of ICT in guidance work. Problem to face with: enable guidance practitioners to: use ICT media and software to the standard of an applied user; design effective guidance solutions that use a range of ICT tools as well as ICT and face-to-face interventions in different combinations; contribute to cutting edge developments in the use of ICT in guidance work; resolve practical and ethical difficulties relating to the application of ICT in guidance work. Outcomes to obtain: standard e-practitioner profile; develop innovative ICT- based training and tools for guidance practitioner working within lifelong learning systems Outcomes to obtain: standard e-practitioner profile; develop innovative ICT- based training and tools for guidance practitioner working within lifelong learning systems 11 partners from Italy, UK, Spain and Romania. 11 partners from Italy, UK, Spain and Romania. Start on 1st November 2007 – End 31st October 2009 Start on 1st November 2007 – End 31st October 2009

5. ICT SKILLS 2 PROJECT This document has been funded with support from the European Commission. This communication reflects the views only of the author amd the Commission cannot be held responsible for any use which may be made of the information contained therein PRODUCTS MAP of Guidance-related ICT competencies MAP of Guidance-related ICT competencies The training pathway model The training pathway model 6 National Pilots Training 6 National Pilots Training Training and assessment tools: Training and assessment tools: e-portfolio e-portfolio ICT competencies self-assessment tool ICT competencies self-assessment tool Distance learning platform – www.ictskills2.org Distance learning platform – www.ictskills2.orgwww.ictskills2.org

6. Main features of the framework Unit 1: Use ICT to deliver guidance 1.1 Use ICT media and software in the guidance process to meet clients’ information needs 1.2 Use ICT media and software in the guidance process to meet clients’ experiential learning needs 1.3 Use ICT media and software in the guidance process to meet clients’ constructivist learning needs 1.4 Use ICT media and software in the guidance process to meet clients’ communication needs

7. Four main areas Informing Experiencing Constructing Communicating Lim, Cher Ping & Tay, Lee Yong. (2003) Information and communication technologies (ICT) in an elementary school: students’ engagement in higher order thinking. [http://goliath.ecnext.com/coms2/gi_0199- 551763/Information-and-communication-technologies- ICT.html#abstract Accessed 21.03.08]http://goliath.ecnext.com/coms2/gi_0199- 551763/Information-and-communication-technologies- ICT.html#abstract

8. http://www.connx.org.uk/youngpeople/Games/interview.html

9. Peer mentoring - http://www.horsesmouth.co.uk http://www.horsesmouth.co.uk

10. Careers Chat Live http://www.prospects.ac.uk/cms/ShowPage/Home_page/Main_menu___Events/Careers_chat_live/p!epmijgc http://www.prospects.ac.uk/cms/ShowPage/Home_page/Main_menu___Events/Careers_chat_live/p!epmijgc

11. Unit 2: Develop and manage the use of ICT in guidance 2.1 Develop your use of ICT-related guidance solutions 2.2 Manage your use of ICT-related guidance solutions in a service context

12. Examples 1.4.1 Select and use ICT media and software for establishing and maintaining client communications 2.1.2 Integrate ICT and face-to-face approaches, where appropriate, to ensure an effective guidance process for clients 2.1.4 Carry out administrative tasks related to the use of ICT media and software

13. 2.2.2 Apply safeguards to protect clients using ICT for guidance purposes 2.2.3 Identify ways of ensuring fairness and inclusion in providing a guidance service using ICT 2.2.6 Collaborate with ICT developers in the organisation and development of ICT- supported client services

16. THE “SYNERGISTIC” APPROACH IN THE PROJECT Synergy A process leading to formal and informal agreements with projects or organisations not included in the partnership, in order to exploit a project outputs within other contexts, use other projects’ results or benefit from the cooperation with other organisations for our project purposes The assumptions that underlie such a strategy Cost-benefits approach Knowledge-management approach Mainstreaming of results approach Testing and evaluation of the project outputs approach

17. Exploitation Not only used to indicate the type of result obtained but especially “how” this result has been reached in relation to the local and/or political system of reference, i.e. what synergies have brought to it Type of synergies A) With other transnational projects funded by the EC through the Lifelong Learning and the CIP programmes eGOS – eGuidance and eGovernment Services (exchange of training materials; same guidance-related map of ICT competences) ECGC - European Career Guidance Certificate (ECGC tests based on the same guidance-related map of ICT competences; tested within the trainin g path of ICT Skills 2) B) With local training providers Cattolica University in Milan (IT) (training path of ICT Skills 2 tested within a university programme)