1. 2014 Edition of the ICT Profile for College Students: The information approach, methodologically and cognitively first! June 2014 Nicole PerreaultNicole Perreault, Réseau REPTICRéseau REPTIC Huguette DupontHuguette Dupont, Cégep de GranbyCégep de Granby 1

2. Outline 1. Integrating the ICT Profile for Students  Relevance for students, for the college network  Observations : teachers, program  When to integrate the Profile 2. 2009 ICT Profile for Students  Summary  Integrating the Profile – Observations 2

3. Planning 3.2014 ICT Profile for College Students  Objectives  Overview and presentation  Strengths  Resources to support the integration of the Profile  Migration from the 2009 Profile to the 2014 Profile 3

4. Relevance for Students  Just because students use ICT doesn’t mean that they know how to:*  Do accurate and effective research  Respect copyright law  Question the validity of information sources  Communicate information using modern means of communication * Source : CEFRIO 2009, Enquête sur le génération CCEFRIO 2009, Enquête sur le génération C 4 1. Integrating the Profile

5. Relevance for Students  Information and technological skills required for:  All technical or career programs: biological, physical, social, business, arts areas  All pre-university programs: Social Sciences, Sciences, Arts, Literature and Communications, etc. 1. Integrating the Profile 5

6. Relevance for Students  Ensure that students master the required skills to carry out their college studies  Meet the expectations and needs of universities and the labour market, and prepare students for a digital society (exit profile) 6 1. Integrating the Profile

7. Relevance for Students  Proposing steps to develop knowledge, know- how and soft skills:  Search for information: define a research topic, choose appropriate search tools, conduct efficient research, evaluate the relevance and reliability of sources  Process information: analyze search results and synthesize information 7 1. Integrating the Profile

8. Relevance for Students  Proposing steps… (cont’d) :  Present results clearly and cite sources properly  Work and collaborate in a network  Understand ethical and legal issues  Upgrade basic computer knowledge 8 1. Integrating the Profile

9. Relevance for the College Network  Ensure a continuum in students’ advancement and support initiatives between different levels in the education system  Ensure a higher education that compares favorably with other educational systems around the world 9 1. Integrating the Profile

10. Relevance for the College Network  Action plan for 2012-2015 by the coordination committee of the college network’s ICT partners:  Issue 3: The acquisition by students of the IT skills required for the continuation of their studies or their integration into the labour force  Focus 3A : Contribute to the develop and integration of the ICT Profile for Students in college programs of study 10 1. Integrating the Profile

11. Teachers’ Observations  Teachers recognize that they are already integrating activities that help to develop the skills found in the Profile!  Examples (stories from Profweb):  Creating a concept map Creating a concept map  Working in teams Working in team  Preventing plagiarism Preventing plagiarism  Publishing work on YouTube Publishing work on YouTube 11 1. Integrating the Profile

12. Teachers’ Observations  Variability in knowledge  Entry profile to college  Exit profile from college  Shortcomings and assessments  The ICT Profile offers a structured approach that facilitates the options and actions to take  A giant step in terms of the pedagogical integration of ICT  Accessing the educational potential of ICT integration 12 1. Integrating the Profile

13. Program Observations  The integration of the Profile encourages a successful integration of ICTs in programs:  Consultation around a framework  A progressive and coherent development of ICT skills  Implementation of educational and organizational conditions  Teacher retraining, pedagogical activities, evaluation  Equipment 13 1. Integrating the Profile

14. When to Integrate the Profile  Implementation of a new program  Review and/or evaluation of an existing program  Needs expressed by either teachers or the program  Any other context deemed pertinent (take advantage of opportunities) 14 Build on ICT skills already present in programs of study and on possible links between ICT and disciplinary competencies 1. Integrating the Profile

15. MASTER THE WORK ENVIRONNEMENT SEARCH FOR INFORMATION PROCESS INFORMATION PRESENT INFORMATION Summary PROJECT EVALUATION COMMUNICATE AND COLLABORATE ON THE INTERNET 2. The 2009 ICT Profile Consult the 2009 ICT Profile

16. Summary SOFTWARE APPROACH the program sets a methodological and cognitive approach 2. The 2009 ICT Profile

17. Integrating the Profile – Observations  Process: Inventory of practices (W2011 to F2012)  The Profile is not suited for “all programs”  Questioning of the relevance of certain skills  Some statements do not belong in a particular skill 17 2. The 2009 ICT Profile

18. Integrating the Profile – Observations  Too top-down and restrictive: imposes and excludes tools  The wording describing the skills is directed too much at the content of the software and not enough on the cognitive and methodological skills  Does not take into account tech developments (tablets) and the risk of tools becoming obsolete 18 2. The 2009 ICT Profile

19. Objectives An ICT Profile for students…  All programs: whether they prepare college students for university or for the labour force  That emphasizes an information approach, methodologically and cognitively  That takes into account both individual and collective digital responsibility 19 3. The 2014 ICT Profile

20. Objectives An ICT Profile for students…  Options within the programs using software applications in order to master a skill  More flexible and simplified structure  Long-term, independent of technological change 20 3. The 2014 ICT Profile

21. SEARCH FOR INFORMATION PROCESS INFORMATION PRESENT INFORMATION Summary WORKING IN A NETWORK USE ICTs IN AN EFFICIENT AND RESPONSIBLE MANNER Consult the 2014 ICT Profile for Students 3. The 2014 ICT Profile

22. Software Skills Information Skills Methodological Skills 2014 ICT Profile for Students Includes: Cognitive Skills Objectives and tasks supported by the proficiency 22 3. The 2014 ICT Profile

23. Summary METHODOLOGICAL AND COGNITIVE APPROACH METHODOLOGICAL AND COGNITIVE APPROACH The program provides software applications 3. The 2014 ICT Profile

24. Summary Software Skills Information Skills Cognitive Skills Methodological Skills 24 3. The 2014 ICT Profile

25. SKILL 2 Process Information SKILL 2 Process Information Task 2.3.3 Perform visual representation of the information. Task 2.3.3 Perform visual representation of the information. involves OBJECTIVE 2.3 Visually Represent Information OBJECTIVE 2.3 Visually Represent Information involves Concept plan Table Graph Plan Other... can be in the form of Concept map Word processing Spreadsheet Other... with (as required) 3. The 2014 ICT Profile

26. SKILL 3 Present Information SKILL 3 Present Information OBJECTIVE 3.2 Carry Out Production OBJECTIVE 3.2 Carry Out Production involves Task 3.2.4 Integrate the content elements into the production Task 3.2.4 Integrate the content elements into the production involves Animation Table Sound Clipart Other... can be in the form of Text Blog Word processing Slide show Other... Included in Video 3. The 2014 ICT Profile

27. Strengths  Cross-cutting all programs, all types of clientele (adapted service), inter level  Software skills: support in mastering information skills, methodological and cognitive skills  Flexibility when choosing software applications and digital environments used for mastering a skill (program flexibility) 27 3. The 2014 ICT Profile

28. Strengths  Simplified and flexible structure:  Up to three levels of detail Skill Objective Task Competency Element of competency Performance criterion 28 ICT ProfileMinisterial Requirements 3. The 2014 ICT Profile

29.  Simplified and flexible structure (cont’d):  Possibility of distributing the mastery of the objectives of a given skill in more than one course  Easier to integrate in the competencies of course plans Strengths 29 3. The 2014 ICT Profile

30.  A profile that remains up-to-date, regardless of new technological innovations that will emerge  An exit profile emphasizing on:  The importance of planning, making choices and becoming autonomous  Rigour, professionalism, efficiency, quality, complexity, depth and ethics Strengths 30 3. The 2014 ICT Profile

31. Resources  Integrating the Profile Integrating the Profile  ICT Profile Integration Guide (bilingual) ICT Profile Integration Guide  Grids (bilingual)  Analysis of the situation: inventory of current ICT activities in the program  Elaboration: grid matching skills/courses, sequence of achievement of skills  ICT Profile database (September 2014) 31 3. The 2014 ICT Profile

32. Resources  Implementing the Profile (in both languages)  For teachers: scenarios, learning and development activities, testimonials, etc. (work in progress)testimonials  For students: training videoclips, formative evaluation of attainment of skillstraining videoclips  For all: links to free software, applications for tablets, tutorials 32 3. The 2014 ICT Profile

33. Resources  profiltic.qc.ca (bilingual)  Resources for teachers and students (see previous slide)see previous slide  Demonstrations of the Profile: for teachers, pedagogical counsellors (non-ICT), librarians, management  Animation tools  FAQ 33 3. The 2014 ICT Profile

34. Transitioning from the 2009 to the 2014 Profile No “need” to switch from 2009 to 2014 version  2009 Profile:  Contains most of the 2014 Profile  2014 Profile:  Presented differently  More user-friendly, less intimidating  A pedagogical tool 3. The 2014 ICT Profile

35. Transitioning from the 2009 to the 2014 Profile Switching from the 2009 to 2014 version:  Ideal opportunity for: revision, evaluation of program  Adapting, as required, local tools of analysis, planning and management, for example:  Transposing the current grid of skills/courses and skills/competencies (example)example  Readjustment of the flowchart of the program’s competencies  Database: framework skills (example)example 3. The 2014 ICT Profile