SKILLFORCERY

~ Firing new pathways about work

Balancing Life Skills with Academics | Edutopia

I read this article which does a nice job of framing Life Skills learning opportunities inside project-based lessons and education. But the comment posted below truly inspires me to hold on for what’s possible, what’s next and what’s happening now!

Geometry project

Submitted by Amy Thomas not verified on 5/11/09.

My students did a project in 9/10 grade Geometry this semester where they had to design the layout of streets in a fictional town. The project was connected to our study of the angles formed by parallel lines and transversals. They were required to place different buildings in the town at, for example, alternate interior angles.

On day two of the project, the students were given “building code changes” from the “city council”. They had to hold to the same deadline, but had to adapt their design to these unexpected changes.

Once their projects were complete, they had to write individual letters to the city manager explaining the reasoning behind placing the streets and buildings precisely where they chose. They also had to address the “city budget cuts” by telling who from their team should be “fired” and why. They walked away from this project with so much more than just an understanding of the geometry involved!

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New Globals » Blog Archive » Sorry, Mr. President–Sometimes Dropping Out is the BEST Option

“they are smart enough and motivated enough to recognize that they could get a much more rigorous and exhilarating education elsewhere.”

via New Globals » Blog Archive » Sorry, Mr. President–Sometimes Dropping Out is the BEST Option.

National standards?

The Problem with National Standards.

Duncan wants national curricular standards, to avoid the patchwork of state and local standards schools work on now. Theoretically, I think this is a good idea. Practically, it gets a lot tricker.

Because everyone wants a piece of the pie. Article in HuffPo proposes “national ecological literacy standards.” I don’t particularly oppose this idea, but look: how many different areas of learning can we get into here? Theoretically, I think kids should learn about reading and writing and American history and world history and world religions and anthropology and sociology and technology and math and ecology and biology and…

You see where I’m going with this.

This has always been the problem with focusing on content in the curriculum. Again, I’m not saying the goal of education isn’t partly for kids to learn the content. But a lot of it has to be skills. Because…simply…we can’t cover it all. Humanly impossible.

E.D. Hirsch, proponent of cultural literacy, has long been an advocate of the content-specific curriculum. Skills are learned in the process, but he has laid out, in much of his Core Knowledge curriculum, the content knowledge he thinks is essential for students to learn – the theory behind this being that students and people in general need a certain level of common knowledge to communicate, read, grow. Like a foundation. Which, again, theoretically – I agree with.

But take a look at what he specifies as what should be included. See anything missing? I do. Lots. So how do you decide? How do you determine what’s important and what’s not? (I have thoughts on the answer to that question. But I’ll refrain for now.)

via Educational Technology in the Elementary Classroom.

Moving beyond Education 2.0

John W. Moravec, PhD is using language like Education 3.0 and human capitol development to share ideas, concerns and innovations about the future of education at Education Futures

Like many futurist and educational innovators of our day, John  is doing a great job of encapsulating the issues, hot topics and challenges and of out-picturing them so that we understand these things better.  One look at the chart below demonstrates this skill.

But I am still looking for his MAP to the new world.

I have not yet found his actionable steps for educational reform.  He has articulated a grand vision of Education 3.0 which intrigues me and satisfies my hunger pangs for visioning and languaging what the next incarnation of education and learning SHOULD look like.  But to date,  his site has offered us no menu for action steps or map for our journey into this new world.

Our quest continues.

I lifted this chart from an article called   Education Futures – Moving beyond Education 2.0.

Education 1.0

Education 2.0

Education 3.0

Meaning is… Dictated Socially constructed Socially constructed and contextually reinvented
Technology is… Confiscated at the classroom door (digital refugees) Cautiously adopted (digital immigrants) Everywhere (digital universe)
Teaching is done … Teacher to student Teacher to student and student to student (progressivism) Teacher to student, student to student, student to teacher, people-technology-people (co-constructivism)
Schools are located… In a building (brick) In a building or online (brick and click) Everywhere (thoroughly infused into society: cafes, bowling alleys, bars, workplaces, etc.)
Parents view schools as… Daycare Daycare A place for them to learn, too
Teachers are… Licensed professionals Licensed professionals Everybody, everywhere
Hardware and software in schools… Are purchased at great cost and ignored Are open source and available at lower cost Are available at low cost and are used purposely
Industry views graduates as… Assembly line workers As ill-prepared assembly line workers in a knowledge economy As co-workers or entrepreneurs

Selling SEL: An Interview with Daniel Goleman | Edutopia

Imagine This:

A prospective work partner chooses you over a more technically skilled or academically advanced candidate precisely because your advanced social and emotional aptitude is far more valuable for that employer or work partner than is the ‘tech smart’ skills of your competitors.

Your ability to collaborate, resolve conflict, and manage the work as well as the personalities involved in the work are among the most critical skills for the job or work project assignment. The technical skills needed for the work are most often learned and advanced within the work project environment, providing foundation skills are present.

Demonstrating your skills and aptitude in the area of Social and Emotional intellengence will be a major advantage in the 21st century SkillForce marketplace.

Listen to what Daniel Goleman has to say about this area of skill development for the future workplace [specifically mentioned at the 2/3 mark in the clip]. Then add your comments and questions about how we can integrate this into the Biolog technology and the SkillForce Paradigm.

Vodpod videos no longer available.

more about “Selling SEL: An Interview with Daniel…“, posted with vodpod

Video: Chuck House: New skills needed

Chuck House, executive director of Media X, Stanford University’s membership research program on media and technology, talks about the new skills needed for 21st century jobs.

Courtesy of KnowledgeWorks Foundation

THE SKILLFORCE ALLIANCE is at hand

sfn1 Partnering to promote a viable, skill-proficient, easily accessible workforce,
now called SkillForce,
is at the heart of The SkillForce Alliance.

This first draft image attempts to communicate at a glance the primary mission of  the Skillforce Alliance (formally SkillForce Nation Project).

This mission is to promote work partners instead of employees; to re-define you as a Value Asset on the balance sheet and to eradicate the pervasive use of the resume‘ as the primary marketing tool for your prosperity in the workplace.

The job and work marketplace is all about matching up then hooking up for prosperity and growth.

Throughout the industrialized age of the 20th century workers hooked up with local factories and  businesses then with professional &/or educational institutions in order to define the livlihood that would support their families and carve out thier share of the American Dream.

That age has past.

The worker’s share of the American Dream has been monopolized by industry to yield the lion’s share for itself far too long.  The 21st century worker must be re-defined as a Value Asset rather than a labor cost. We must re-draft the work partnership paradigm in order to sustain a healthy and prosperous 21st century global economy that supports everyone in the community.

Building ‘A New Alliance‘, a community of work partnerships based on leveraging skill proficiencies, aptitudes and network connections instead of pedigrees and chronological job experience is at the center of this innovation.

JOB SECURITY AND LONGEVITY IS A DEAD 20th century REALITY.  Defining yourself within The SkillForce Alliance is your next learning opportunity for greater prosperity and security.

Designing the learnscape at SKILLFORCERY is simply a beginning step. The THE SKILLFORCE ALLIANCE is at hand.  Let’s build tomorrow together. Let’s start today.

a beginning and…

One day very soon your ability to market yourself as a Brand to potential work partners will be the most critical and valued skill you possess. Some say that day is already here.

Branding yourself as a Valuable Asset to your potential work partners, employers, and customers is not currently offered as a standard course in higher education or business training classes.  In fact, 21st century workforce literacy and training is barely a topic raised for discussion in most educational and business conversations.

This blog is simply a conversation starter for skillforce branding and literacy.  It is brought to you by the founder of The SKILLFORCE ALLIANCE, Karen L. Ragsdale.  Its success, however depends on you!

I invite you to check in as often as you can this summer because this blogs evolution will be fast and furious during that time.  I invite you to challenge the precepts, innovations and ideology with passion and vigor. Your comments of support as well as criticism will help us to shape one of the most profound innovations of the 21st century ~ The Biolog.

More on that and other skillforce innovations will follow. You should follow too. Early adopters will be capable of  leveraging huge advantages.

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