Anthony Barnes
Cegnet (editor)
www.cegnet.co.uk
info@cegnet.co.uk
Outline
 Where’ve we come from: Mainframes to Web 2.0/3.0
 Key issues including implications for our work
 Useful tools and resources
 Where do we go from here
Where’ve we come from?
1960s-1970s
Early 1980s to
mid-1990s
Late 1990s
Early 2000s
Mid-2010s
Mainframe phase
Microcomputer phase
Web 1.0 phase
Digital or Web 2.0 phase
Web 3.0 phase
Adapted from A.G.Watts 2004, Gary Hayes, 2006)
Growing up with digital technology
Baby Boomers
c1946-64
Generation X
mid-60s –early
1980s
Generation Y
1980s-2000
Generation Z
2000What comes next?
Digital visitors
Digital immigrants
Digital natives
Digital beings
Understanding our digital selves
Digital living:
 Changes our understanding,
perception and feelings
 Frees us from the constraints
of time and space
 Makes mixed reality living
possible
www.secondlife.com
The InterLife Project
Sharing personal stories
Vic Lally and Madeleine Sclater, University of Glasgow
Mixed reality classrooms
Key messages 1
Go where
your clients
are in the
social media
space with
their
permission
Key Messages 2
Connect your
clients to
where
opportunity
providers are
on the
internet
Key messages 3
 Help your clients to stay safe, e.g.
 safeguard against identity theft (remove home address from
CVs)
 regularly check their digital footprint for negative content
 get their privacy settings right (and their friends’)
Getting in touch with tutors
How students communicate
with lecturers online:
 Facebook – 85%
 Twitter – 36%
 What’sApp – 23%
http://www.timeshighereducation.co.uk/news/one-in-four-students-uses-social-media-to-contact-universitystaff/2018798.article
Facebook follies
Delete anything
you’d not be
happy with your
employer (or
parents!) seeing
it.
Key messages 4
Help your clients to manage
their careers digitally and
online, e.g. recruitment and
selection:
 recruiters spend only 6
seconds on a résumé/CV
 An individual’s résumé/CV
may be rejected by an
algorithm before a human
ever looks at it
 see examples of social
media résumés at
http://mashable.com/2011/
05/20/social-mediaresumes/
 LinkedIn’s brand new
Recruiter App
LinkedIn - Build your professional brand
Tips
 Have a great photo and headline
 Be found – Develop your keyword shortlist so that the
right people find you
 Bring your profile to life with presentations and
documents that showcase your work and abilities –
and with rich media links (e.g. YouTube, Blog or
Twitter feed)
'Giving yourself the best chance of success' Charles Handy (Career Matters, Oct 2015)
LinkedIn - Network skilfully
Tips
 Proactively connect to everyone you know (If your 20
connections have 20 connections, that’s 400 people!)
 Personalise your invitations, especially to people you
may not know all that well
 Share useful articles, stories, links to your network – be
a valuable connection
LinkedIn - Access useful information
Tips
 Follow companies you are interested in or which provide
useful content, e.g. for insights into their jobs, products
and services, people and culture
 Join relevant groups – participate in discussions, ask
questions, maintain your networks
 Use the LinkedIn higher education tools
(www.linkedin.com/edu) to investigate graduate
destinations
 Use the LinkedIn news site Pulse to follow specific
channels (e.g. education) and influencers
(e.g. Richard Branson), enabling useful content
to flow into your newsfeed
LinkedIn - limitations
 It’s not a private, personal reflective e-portfolio
 Older, white collar bias, 79% are over 35
 Visual content is not amazing (Showcase pages are quite





good)
You can only have one email address
Difficult to edit posts (Have to delete and start again)
Could become overwhelming (30,000 contacts maximum!)
LinkedIn restricts ads related to alcohol, tobacco products,
prescriptions, weapons, adult content, dating sites,
ringtones, online gambling, etc.
How reliable is the data in people’s profiles?
Clients should expect employers to:
 ask them to apply online (e-recruitment)
 manually conduct Web searches (North American
study in 2013 of 2775 employers):
• 27% monitor candidates on Twitter
• 44% research candidates on Facebook
• 48% use Google or other search engine to research
candidates
 use recruitment software, e.g. LinkedIn’s brand new
Recruiter App
Get clients to blog about themselves
http://blogs.plymuniprimary.com/
The importance of digital technology
 Careers information is going online and print is in




decline
Digitally excluded are missing out on opportunities
that are advertised and applied for online
Between 75% and 90% of jobs require at least some
computer use
Correlation between digital exclusion and social
exclusion
Older people and people with learning difficulties and
disabilities have lower rates of internet use
The barriers to getting online
 Access
 Affordability of equipment or usage
 Lack of time
 Lack of training or support
 Low literacy levels
 Disabilities
 Poor usability of interfaces
 Motivation
 Lack of interest or perceived need
 Cost/benefit ratio too high
 Lack of appropriate content
 Skills and confidence
 Lack of skills
 Low confidence in ability
 Concerns about security
http://21stcenturychallenges.org/what-is-the-digital-divide/
Digital technology and careers professionals
What does it mean to be a professional?
 High level training
 Specific expertise
 Trustworthy
 Act in the client’s best interests
 Public recognition
 Controlled entry
What is professionalism? – The Australian Council of Professions, 2004
Is your job safe?
BBC – Will a robot take your job?
http://www.bbc.co.uk/news/technology-34066941
Predictions
 By 2020, half of the U.S. workforce will be working
remotely, with 40% expected to be freelance
 Within 10 years, up to a quarter of jobs will be replaced
by either smart software or robots
 Between 30% and 80% of all the jobs that exist
currently will disappear in the next 10 to 20
years http://www.bbc.co.uk/news/education-34464133
https://www.linkedin.com/pulse/your-job-safe-robot-take-denise-taylor-mba-c-psychol
Models of blended career development learning
(Hooley - 2015 based on Staker and Horn - 2012)
Primarily face-to-face
Primarily online
Professional-led
Rotation model
Enriched virtual model
Client-led
Self-blend model
Flex model
Rotation - Teachers and students rotate between modalities, e.g. students might
spend time researching a topic online before coming together for a class
discussion
Enriched-virtual model - Learning primarily takes place online but with
strategically positioned face-to-face opportunities.
Flex - Students are able to access teacher time in a flexible way, e.g. a student
might seek out a face-to-face meeting to discuss a topic that they are finding
challenging
Self-blend - Students study core learning face-to-face and then access additional
learning opportunities online
http://derby.openrepository.com/derby/bitstream/10545/579570/1/Get+yourself+connected+formatted_final.pdf
Locate your practice
Primarily faceto-face
Primarily online
Professional-led
Client-led
http://derby.openrepository.com/derby/bitstream/10545/579570/1/Get+yourself+connected+formatted_final.pdf
Reflections
 What part do digital solutions play in your role?
(Prompts: user, modifier, innovator, leader)
 How is this likely to change in the next five years?
(Prompts: funding streams, policy-makers, developments
in careers theory and research, emerging practice, risks of
technology-driven practice)
 How will you respond?
(Prompts: jump up in the air, take your ball away)
ICT Skills 2 Competence Framework
Unit 1: Use digital technologies to meet your clients, needs
for:
 information
 experiential learning
 constructivist learning
 communication
Unit 2: Develop and manage the use of digital
technologies in guidance
 Develop your use of digital solutions
 Manage your use of digital solutions in a service context
Video libraries
31
Websites
 planit - Career clusters/job families information
https://www.planitplus.net/ (Scotland)
 My World of Work – Labour market information
http://www.myworldofwork.co.uk/ (Scotland)
 Plotr – young people’s careers website www.plotr.co.uk
 National Careers Service (England) https://nationalcareersservice.direct.gov.uk/Pages/Ho
me.aspx
Webchat – National Careers Service
Pinterest
Career counselling platform
http://www.mixtmode.ca/technology/about-evolve
Online peer mentoring http://www.horsesmouth.co.uk
Apps
 LMI, e.g. Smart Career UK (based on UKCES ‘LMI for




All’ data)
Games, e.g. Uni Leap
Quizzes
Vacancy listings, e.g. jobs.ac.uk, The Good Universities
Guide
Self-assessment, e.g. Define Me (YouthNet)
Smart Career UK (software developer)
https://play.google.com/store/apps/details?id=com.vesuri.smartcareeruk
Define Me
http://www.thesite.org/apps-and-tools/define-me
facebook
 1.5bn users
worldwide
 30m users in UK
 US teenagers’
favourites:
Instagram (33%),
Twitter (20%),
Snapchat (19%),
facebook (15%)
 facebook owns
Instagram!
E-portfolios
An ePortfolio (electronic
portfolio) is an electronic
collection of evidence that
shows your learning
journey over time.
http://www.eportfolios.ac.uk/
Open badges and OB Passports
http://openbadges.org/ http://openpassport.me/
A student’s badges displayed in their Purdue
University Passport profile (Indiana)
DIDASCA
MOOCS (e-learning)
 Benefits: access, consistency,
E-mail enquiry service
http://www.prospectsnet.com/questtime/servlets/GradquestServlet?mode=question&instID=39
Twitter
Using Twitter in service delivery
 Creating a buzz
 Promoting opportunities
Texts
 Appointment reminders
 Job alerts
 Inspirational quotes
 http://transl8it.com/
transL8it!? is a translation engine that allows you to
type in your internet texting lingo and with the click of
a button, converts it to plain English (or vice-versa).
Prezi – presentations
http://prezi.com
LMEye: http://prezi.com/fe8chjxnmlb9/graduate-lmeye/?auth_key=c66c4bf2a454d3c17c58ec9adc4a7226061cd18e
An integrated strategy for service
delivery
 What does your service (e.g. careers centre in s school
or college) look like now?
 What do you expect it to look like in 5 years’ time?
Further reading from Tristram
Hooley and colleagues
 Hooley, T, Shepherd, C. & Dodd, V. (2015) Get yourself connected Conceptualising the role
of digital technologies in Norwegian career guidance,
http://derby.openrepository.com/derby/bitstream/10545/579570/1/Get+yourself+connect
ed+formatted_final.pdf
 Hooley, T. (2012). How the internet changed career: framing the relationship between
career development and online technologies. Journal of the National Institute for Career
Education and Counselling (NICEC) 29: 3-12 - The 7 ‘C’s – digital skills for career
literacy http://saens.hi.is/sites/saens.hi.is/files/hooley-nicec-journal-oct2012.pdf
 Hooley, T. (2014) The Evidence Base on Lifelong Guidance. Jyvaskyla, Finland: European
Lifelong Guidance Policy Network (ELGPN)
 Hooley, T. and Dodd, V. (2015) The Economic Benefits of Career Guidance. Careers
England
 Hooley, T., Hutchinson, J. and Watts, A.G. (2010a). Careering Through the Web: The
Potential of Web 2.0 and Web 3.0 Technologies for Career Development. London: UKCES
 Hooley, T., Hutchinson, J. and Watts, A.G. (2010b). Enhancing Choice: The Role
of Technology in the Career Support Market. London: UKCES
 Longridge, D., Hooley, T. and Staunton, T. (2013). Building Online Employability: A Guide
for Academic Departments. Derby: International Centre for Guidance Studies, University
of Derby.