Background: Part of the TSCUH ICT Strategy is to develop ICT workforce skills. ICT staff skills and competencies (academically and technically) are varied. The Irish Computer Society’s (ICS) CPD framework provided affordances to give an overall picture of skills and competencies of staff within a CPD context.
Aim & Objectives: To develop ICT skills, knowledge and expertise to meet the demands of an ever evolving operational environment and to achieve parity with other recognised professionals within the professional pay grade. To set realistic and achievable CPD goals for staff. To utilise the ICS e-portal as an ancillary piece to the review process. For staff to take ownership of their own learning and professional development. To Promote excellence and strengthen the ICT Profession through the eCF Framework, (Cepis.org., 2012).
- Methods/Intervention: The Training Officer designed an artefact as the ICS online tool did not allow recording of historic data. Lev Vygotsky sociocultural theory and zone of proximal development (ZPD) (Van Der Stuyf, R., (2002), informed the design which included:
- ICS CPD Categories and TSCUH Categories
- 2 case studies
- 21 participants
- Testing the artefact
- Data Collection
The Training Officer offered peer learning supports while the artifact and Training Officer provided scaffolding as the “more able other”. Staff recorded their data (academic and professional) within a specific time frame.
Results/Findings:
Criticalness of scaffolding as a teaching and learning strategy (Courtney, 2014). Using the ICS framework translated staff achievements into tangible outcomes, highlighting gaps in expertise. The ICS framework allowed staff to recognise the co-existence of different educational paths, becoming active learners and taking ownership for their CPD.
Conclusions:
Seeing theory in practice. Staff taking ownership for their CPD. Bottom up and top down processes. Realising the TSCUH ICT Strategy. Historic View of Staff CPD under ICS 4 categories. Commitment to using ICS tool for 2018 review. Staff will take ownership of learning and CPD. Scaffolding is removed. Using ICS framework and European e-Competency framework will facilitate a shift to professionalising the ICT industry.
References
- Cepis.org. (2012). e-SKILLS AND ICT PROFESSIONALISM Fostering the ICT Profession in Europe. Final Report. EU Commission. Accessed at: http://www.cepis.org/media/EU_ICT_Professionalism_Project_%20FINAL_REPORT.pdf
- Van Der Stuyf, R. (2002). Scaffolding as a Teaching Strategy. Adolescent Learning and Development. Section 0500A –
- Courtney, M.A. (2014). An exploration of the role of a sign language tutor website in teaching hearing people sign language. MSc in Technology & Learning, Year 1 Meta Thesis. University of Dublin.
