|
e-PARADIGMS FOR DIGITAL
DIVIDENDS Warren H.
Groff 2020 |
| ABSTRACT
TABLE OF CONTENTS INTRODUCTION CHARACTERISTICS OF ELECTRONICALLY NETWORKED CULTURES DEVELOPMENTALLY APPROPRIATE FRAMEWORK FOR KNOWLEDGE, SKILLS The Communication
System Application of Vision Quest in
Education ASSESSMENT AND EVALUATION CONCLUSIONS AND RECOMMENDATIONS ACTION AND
RESEARCH AGENDUM |
|
groffw@nova.edu Introduction Areas and regions that are prospering during an era of complex and rapid advances in science and technology are (a) applying best practices in planning strategically, (b) developing a mind-set for re-engineering of establishments and communities, and (c) attempting to synchronize programs and services relative to human resources development to a preferred scenario with an action plan. VISION QUEST emerged when only a few establishments that used strategic planning expected advances in technology to be as complex as they were, had difficulty in extrapolating technologies into the future, could not comprehend the convergence of multiple technologies into the driving and unifying force they have become, and wanted to create “future-pull” strategies to reduce the lag between imagination of an idea and the design through development plus implementation of it. VISION QUEST places emphasis on assessment plus detailed extrapolation of economic and technological variables in an establishment’s external environment and their probable impact on life and work as a prelude to an audit of internal variables such as intended program outcomes and the human, fiscal, and technological infrastructure needed to achieve high quality impact. Numerous issues will be important in the years ahead. Few issues will be as important, however, than co-creating career paths to meet techforce needs for occupations that already exist and for which inadequate community, economic, and education development planning is now occurring. Career development conceptual frameworks in the past in schools extended from awareness about careers in the early years to services intended to provide students with competencies and skills for work. Advances in technology during the past few decades were included in curriculum in a variety of ways, sometimes in sciences tied to standards and sometimes in Technology Education. Several states developed excellent conceptual frameworks for the inclusion of technology into curriculum in “career clusters.” Conceptual frameworks are useful if (a) advances in and applications of technology are added into curriculum, (b) developmentally appropriate learning units are co-created to meet the needs of all or many of the “shareholders” and (c) delivery of learning units goes beyond site-based formats to Anytime (24 X 7) Anywhere systems. Conversion
from paper- and site-based formats to electronic and mobile formats has
resulted in a critical shortage of classical Information Technology (IT)
professionals and technicians, given rise to an array of new occupations
and roles for which programs do not exist in colleges and schools, is
challenging leadership in the free world, and is creating numerous types
of “Digital Divides.” Classical IT occupations consist of
database managers, network administrators, and other roles associated with
“systems-centric,” “PC-centric,” and early “Network-centric”
environments. Consumer-centric environments via broadband,
biometric, card, voice, and wireless (mobile) applications have given rise
to new waves of occupations. Electronic Commerce (EC) is a little
over a decade old and has evolved into B2B, B2C, and M-Commerce.
Health Informatics (HI) and Medical Informatics (MI) roles have emerged
along with Chief Information Officer (CIO) plus Knowledge Manager (KM),
Training Knowledge Manager (TKM), and other “siblings.” In addition,
Anytime Anywhere Learning (AAL) has emerged from 24 x 7 x 365 training in
multiple languages worldwide into “Professional Development for
Education.” How can PT3 programs use these concepts in curriculum
development and Human Resources Development?
|
|
Characteristics of Electronically Networked
Cultures (ENCs)
Electronically Networked Cultures (ENCs) have evolved over the past several decades beginning with Computer Scientists (CSs) and Electronic Engineers (EEs) collaborating on defense projects. A “new wave” of ENCs began when the New York Institute of Technology offered a four-year degree program via a personal computer and modem in 1984. The School of Computer and Information Sciences (SCIS) at Nova Southeastern University (NSU) made use of Electronic ClassRooms (ECR) in the delivery of doctoral programs in the late 1980s. ECRs were used in a Child and Youth Studies (CYS) program at NSU that began with Leadership I in 1991 and ended course work with Leadership II three years later. CYS is significant because the Kolb Learning Styles Inventory and a modified Myers-Briggs were administered to cohorts. The modified Myers-Briggs was an attempt to gain insights into how Strategic Humanists, Pragmatic Humanists, Strategic Planners, and Pragmatic Managers were most likely to use information. Personal Data Variables, changes in “mind set” attributable to course and practicum experiences, and pre and post scores for the above-mentioned instruments were analyzed for professionals in the U.S. and for a few foreign countries. Comparisons were made among five cohorts in courses in the doctoral program in the multi-tech delivery system with some learning units online and between cohorts in the multi-tech format with cohorts in a site-based format. In a formal doctoral degree learning continuum, the “Orientation” to expected program outcomes, clarity to course objectives and expected outcomes in the first seminar, “induction” to the machine and system, and transition to the next learning experience were critical. Leadership I contained common concepts for which all members of the cohort were to demonstrate proficiency. Leadership II began with a synthesis of significant concepts learned in core and specializations that cohort members were to apply to a problem to be addressed that was unique to each person’s context, pre K-12, and child care worker and teacher preparation post-secondary contexts (Groff, W., 1994 and 1995a). ECRs were used in advising professionals working on dissertations and practicums throughout the U.S. and a few foreign countries, mostly in Asia, beginning in 1995-96. Participants included professionals who ranged from novices to a few who were proficient in multiple systems and technologies. Centrality of problems and issues, topic, is a critical element along with research methodology and procedures and presentation of results. Many of the projects were strategic plans to integrate technology into diverse education contexts (Groff, W., 1996b). ENCs are evolving in a variety of ways. Sweden has the highest cell phone penetration and, along with Finland, Norway, and Iceland have taken to the Internet more enthusiastically than virtually any other part of the world, including the U.S. “TelecomCities” are evolving like Karlskrona in Sweden. On one of Karlskrona’s small islands, the inhabitants have no fixed telephone lines, only wireless application phones (WAP) phones and broadband cables, to test how far application of technology can go to improve Quality Of Life (QOL) for the technology-friendly local population. Ennis is
one of Europe’s new “wired towns.” Telecom infrastructure has been
installed, PCs were supplied to 82% of the town’s 5,000 households
and thousands of residents have been made computer literate through Ennis
Information Age Town (EIAT). Attention is focused on evolving
“proactive” relationships between children in primary education, ages
4-12, teachers, and computer and multimedia technology (Groff, W.,
Strategic Planning, March, 2001). |
| Developmentally Appropriate Framework for Knowledge, Skills
Community, economic, and education development can occur at the same
time. The conceptual framework for The Communication System will be
used with Chief Information Officer (CIO) and Knowledge Manager (KM) roles
to illustrate competencies and skills for professional
education.
THE COMMUNICATION SYSTEM INPUTS -----------------------------> PROCESSES -------------------------> OUTPUTS
[return to
processes
[go to feedback
[return to inputs]
<--------------- FEEDBACK
<------------------------ Figure 1. A Basic Model of “The Communication System.” Basics of the digital era include awareness of emerging technologies. A diagram of how the roles of CIOs and KMs could assist in awareness raising about advances in technology in middle school and then lead to career awareness and exploration in higher levels is displayed in Figure 2 below. CIOs engage in accessing information, analyzing information, and redistributing information to KMs who critique the information and redirect it to others for use as value added knowledge. Chief Information Officer (CIO) and Knowledge Manager (KM) in Education/Training
Accessing
Analyzing
Redistributing
Critiquing/Using Exploration
Electronic Publishing Figure
2. A Basic Paradigm for Career Development Enhancement via Knowledge
Management |
| Diversity
and readiness are key concepts in considering developmentally appropriate
learning. Cultural diversity plays a role in acceptance, behavior,
and ways of viewing various phenonena. Diversity related to learner
“special needs” and Assistive Technology (AT) availability influence
decision making about developmentally appropriate learning
experiences. Readiness also has many dimensions including ability to
“receive” and fit new data and information into a
framework.
Applications of biometric, card, voice, and wireless technologies are occurring at a fast pace. Children often see their footprint used in the identification of a medical record. They soon learn about animal footprints in mud, sand, or snow. Children see the aging of a face on television. Therefore, the stage is set for analysis of biometrics and applications to life and work. Similarly, children may have cards, credit or debit, to obtain items from a “book store” or vending machines in schools. Again, the stage can be set for a developmentally appropriate learning units about smart cards for medical records in world leader France or broad scale applications in Taiwan. Children
use cell phones and youth own them. Some children and youth browse
catalogs online and use electronic carts for the purchases they charge to
credit cards. What are developmentally appropriate learning units
during career awareness and career exploration? How could the units
be piloted in a site-based format and be made available in Anytime (24 X
7) Anywhere formats? Analysis
of biometric or biometric-related information could begin with some
of these Web sites: Analysis
of card and smart card information could begin with some of these Web
sites: Analysis
of speech and voice recognition and verification could begin with these
Web sites: Analysis
of wireless information could begin with some of these Web
sites: Exploration activities extend to (a) browsing Web sites for career cluster categories such as business, engineering, education and training, government, health care and human services, etc.; (b) mining high quality information for an array of topics such as biotechnology, e-books, and categories of establishments in an economy sector such as graphic arts and printing; and (c) acquiring collaborative group competencies and skills in Anytime Anywhere Learning formats. AMP is the
world leader in electrical connectors found in airplanes, cars, and
computer. AMP was using EC in the mid 1990s. Tyco
International Ltd. operates in all 50 states and 80 countries throughout
the world. Thermacore
International, Inc.leads the global market in design and production of
thermal management solutions for electronic cooling through its divisions
Thermacore,Inc.; Thermacore Europe Ltd., Thermacore Korea Ltd.; and
Thermacore Taiwan Inc. |
|
on store shelves in every country.” Kimberly Clark is a world leader in personal care products, consumer tissue products, and away-from-home products. Kimberly Clark manufactures in 20 states in the U.S. plus 38 countries an territories and sells in over 150 countries. Access http://www.kimberly-clark.com/ and click on “Who We Are,” “Worldwide Scope,” and “Asia & Australia.”
OUR VISION Lands’ End
is expanding full-service e-commerce Web sites. Web sites were
launched in
the
United Kingdon http://www.landsend.co.uk/
Imagine competencies and skills that professionals and technicians must have for needs assessment and market analysis for expanding market share or penetrating new markets. Imagine the mix of competencies and skills that are necessary to design and engineer the technological infrastructure to do B2B, B2C, and M-Commerce globally. Analysis will shape individualized career paths. Analysis
of basic technologies and critique of applications by corporations for an
array of products and services worldwide provide value added knowledge
about what is needed for high quality Communications is essential in commerce, diplomacy, and literacy
in multiple forms and formats.
FORMAL EDUCATION 10 8 7 6 Figure
3. A Basic Conceptual Framework for Envisioning GAP Learning
Units |
| Developmentally appropriate learning units could be created
independently by any teacher. Or, a district could approach
Preparing Tomorrow’s Teachers to Use Technology with a concise vision as
is the case with one of the PT3 funded projects. The district’s
vision statement is as follows: “Our vision is to provide universal access to 21st century technologies that will enhance teaching and learning – anywhere, anytime, for anyone.” “Access to
21st century technologies” implies at least awareness about biometric,
card ,voice, and wireless technologies for all shareholders.
Awareness for all diverse learners suggests criteria for learning units
that are articulated vertically and horizontally integrated
in a problem-based format for systemic curriculum development.
Assume the above-named technologies are “basics”
and “Universal
access” offers unique challenges and opportunities. What are
developmentally appropriate learning units for children and youth with
arm, hand, and mobility impariments? Adaptive
computing technology and Assistive Technology (AT) are descriptors
associated with providing access and equality of opportunity for Americans
with disabilities. Children and youth could find a great deal of
enjoyment in assisting peers with disabilities to access, browse, and mine
information during awareness and exploration stages of career
development. Children and youth would learn about diagnosing
impairments and problem solving for “citizenship” purposes for improving
Quality Of Life (QOL). AT resources to browse and mine could include
the following: |
| Advanced
exploration stages in Graphic Arts and Printing coupled with insights
gained from the above-mentioned Web sites and application Web sites at
colleges and schools could enhance the learning by children in a classroom
and possibly in classrooms through a district or service
area. Level I and II research universities have a base of knowledge that is available. Examples are Oregon State University http://osu.orst.edu/dept/tap/ University of California at Los Angeles http://www.dcp.ucla.edu/ University of Missouri, Columbia http://www.iatservices.missouri.edu/adaptive/ PT3 projects at research universities can demonstrate Knowledge Management (KM) activities. Above-mentioned “aides” could browse and mine AT applications for impairments in schools. Beyond the
Web sites identified for awareness and exploration earlier in this
discussion, resources that could be used during advanced exploration about
GAP in the middle years could include:
Advanced
exploration could lead to clarification about career options within broad
GAP careers. Accessing,
browsing and mining high quality information are essential competencies
for everyone. “Middle” years are especially important in career decision making. How can existing human and technological resources be used for career development exploration enhancement for an economy sector, like aspects of Graphic Arts and Printing (GAP)? What roles could CIOs in corporations play in collaboration with KMs in educational settings and Community Learners Centers (CLCs)? Graphic Arts and Printing (GAP): Pre-Press, Press, and Post-Press Chief
Information Officer (CIO) and Knowledge Manager (KM) in
Education/Training Grade
in
Discipline Subject Centered Traditional Context
7-8
Advanced Exploration 4-5
Early Exploration Figure 4. Career Development Exploration Enhancement for Graphic Arts and Printing via KM |
| Quad/Graphics Inc., indicated that it would invest $600 million
between July 2000 and 2002 to expand its facilities worldwide to help
fulfill a new contract to produce nine million copies of National
Geographic. Article authors and photographers travel and work throughout
the world. Articles are written, many with photographs, and often
sent electronically to printing centers. Pre-press awareness and
exploration career path opportunities expand greatly by analysis of the
competencies and skills of diverse roles required to produce regional
issues of that publication.
Quad/Graphics is the world’s largest privately held printer,
employing more than 12,000 people at printing plants and sales offices in
a 24 x 7 x 365 Anytime Anywhere around the world enterprise.
Quad/Graphics is a recognized leader in print technology and innovator in
employee management. Quad/Graphics won two of the highest honors for outstanding
printing performance, April 2001. Educators
prepared in the use of technology for both content within curriculum and
in delivery of it in either campus-based or online formats have difficulty
in attaining competency and maintaining proficiency in waves of software
and upgrades. As terminals tethered to mainframes gave way to free
standing and/or networked personal computers, continuing staff development
had to occur. Challenges
can be viewed as opportunities for charter collaborative partnerships with
strategies. Cultural, demographic, economic, geographic, political, sociological, and technological variables area a foundation for “current events” and alternative future scenarios. “Geography Bees” in a f2f format often began with local, regional, and world physical geography ranging from low order cognitive factual information recall to higher order cognitive integration and synthesis. Questions would extend to cultural, economic, and social dimensions with the same cognitive low to high processes. “Fast forward” to the future. What type of AAL “Geography Bee Online” could be co-created that could lead to improved QOL relations between China, Taiwan, and the U.S? What career exploration and specializations questions are needed for “Digital Dividends” in 2020? Career
development services between exploration to specialization in a
school-based context can be enhanced greatly through a partial
technological or intensive technological delivery system. Figure 5
is a model for enhancing equality of opportunity and quality of career
development services. CIOs and KMs would assist counseling services
and in curriculum development. |
|
Career Development: Exploration to
Specialization
Chief
Information Officer (CIO) and Knowledge Manager (KM) in
Education/Training Career Counseling Services Curriculum Development Programs Grade
in Assessment,
Counseling
Discipline Subject Centered Traditional Context
11-12 Advanced Specialization 9-10 Early Specialization 7-8 Advanced Exploration 4-5 Early Exploration Figure
5. A Paradigm to Enhance Career Development During Exploration and
Specialization |
| Specialization contains both awareness and
exploration as well as concentration within it.
Specialization should not mean an early selection of a career to only
pursue developmentally appropriate learning units in a “planned mode”
thereafter. Awareness and exploration could result in narrowing the
broad range of selection of roles in business, engineering, law, medicine
and health, services, etc. Awareness in business could lead to
exploration in economy sectors such as agriculture,
manufacturing, and the diverse array of service sector
establishments.
Awareness
and exploration for specialization with concentration refines
career choices to pursue. A child could have been fascinated when
Ananova appeared, analyzed integration of technology, and decided
to explore “business” opportunities and “engineering” an Ananova for the
school. Imagine children and youth reading the release of
Ananova in April, 2000: |
| Early
Specialization could consist of concentrations of developmentally
appropriate learning units within career cluster ranges. Business
activities range from functions such as market analysis as used by
corporations identified earlier in this document through a chain of
manufacturers and distribution of products through retailers and
wholesellers, plus customer relations management. All business
processes in each category of establishments are faced with conversions
from paper-based to electronic formats. Hence, B2B, B2C, and
M-commerce activities could be available. Enterprise based career
development have systems in place focused primarily for training
needs. AMP had over 500 employee training programs for Central and
South America in a distance learning format in the mid 1990s. How
could such programs be modified for school-based
use?
Advanced Specialization could consist of concentrations in roles within a career cluster range. Engineering activities are in biomedical, civil, computer, electronic, environmental, industrial, materials science, mechanical, and other fields of concentration. Biometric, card, voice, wireless, and other technologies are invented by engineers. Applications of these technologies are designed and developed by engineers. An analysis of articles by learners at this level is most appropriate. Analysis
could include articles such as the following by DeVoney and Hakala (Dec.
11, 2000). Advanced
specialization should include analysis of competencies and skills required
by companies for domestic and international commerce in electronic formats
- B2B, B2C, M-commerce, eCRM. Early
Specialization
Advanced
Specialization
Concentrations Figure 6. A Conceptual Framework for Envisioning Career Development Progressions |
| What
collaborative business-to-business, community-to-community,
and education-to-education partnerships are needed between South
Korea and the U.S. to improve QOL in North Korea?
How could business-to-business and community-to-community activities be used in education? Critical thinking competencies (CTC) and problem solving skills (PSS) are essential in new roles. Examples in agriculture, personal care products, and health care illustrate CTC and PSS needs. Chicago is an agricultural export center for the
breadbasket of the mid-west. Inchon is becoming
Kimberly Clark has plants in Anyang, Kimcheon, and Taejon in South Korea? What CTC and PSS are used by business, community, and diplomatic leaders to create partnerships for production, distribution, and sales of personal care products in North Korea? What CTC and PSS do students need to provide a competent continuing supply of human capital for improved QOL in N. Korea? How can cyberuniversites in S. Korea and the U.S. collaborate (Cohen, D., 2001)? GE Medical
Systems is partnering with Abbott Laboratories, Baxter International,
Johnson & Johnson, and Medtronics, Inc. in forming an Internet-based
marketplace that will allow hospitals and other health care facilities to
link directly to suppliers. CIO and KM
roles vary considerably across categories of establishments, especially
among the “goods” producing sectors of agriculture and manufacturing in
comparison with the “services” sectors of retailing, financing,
healthcare, education, government, etc. Although CIOs have evolved
in the private sector for over a decade and in public sector roles in
states and some large or wealthy municipalities over the past few years,
little mention is made about education. |
| Creative
methods must be developed for building competencies and skill at the rate
of innovation. CIOs and KMs in diverse establishments in a region could be electronically networked with a CIO in colleges and universities of a consortium. Chicagoland aspires to be a global leader in wireless technology applications. CIOs and KMs involved in applications of wireless technology could distribute electronically nonclassified information to CIO-KMs for redistribution to business, computer science, and engineering programs for use in certificate and degree undergraduate and graduate programs as well as to Technology Education (TE) professional educators who could co-create developmentally appropriate learning units with graduate students and deliver them electronically to school districts for customization and refinement based of policy and standards. Chicagoland is attempting to become a leading “wired city” as can
be seen in the following items. “The
Chicagoland Chamber of Commerce made history by being among the first
chambers in the nation to have its website accessible using wireless
devices. “The West
Coast is the technology industry’s center of software development and
venture capital, and the East Coast is home to the financial markets and
industry heavyweights such as AT&T and IBM. So where does that
leave the Midwest? Chicago industry leaders joined
InformationWeek editor John Foley to discuss that question in a
roundtable discussion....” InformationWeek. Are
there opportunities for Midwest-based businesses to play a leadership role
in emerging technologies? Mary Tolan, global managing partner
with Andersen Consulting said, “Absolutely. Right now in the United
States, there’s no region that takes any claim or has any real rigorous
reason to take a claim to wireless leadership. There’s so much
available here in the Midwest that we can assert leadership; in fact,
we’ve begun a Chicago-based community of companies that also is working
with the governmental agencies to try to establish Chicago and the Midwest
as a hub for U.S. wireless innovation.” -- Foley, John. “Watch Out,
Silicon Valley.” INFORMATIONWEEK, Nov 20, 2000,
65-76. What
career development implications are critical to include in programs for
children and youth? |
| The 202
Corridor, PA, was designated as the best place to do business by The
Industry Standard (February 19, 2001). The Delaware Valley
Electronic Data Interchange Council (DVEDIC) and The Eastern Technology
Council (ETC) have contributed significantly to making the area a high
tech magnate. DVEDIC was one of the first regional organizations
focused on Electronic Data Interchange (EDI) to facilitate
E-Commerce. The 10-year old ETC has provided a forum for the
exchange of mission critical information about technology, training, and
startup venture capital. ETC made a major commitment to E-Commerce
as well to training to help meet techforce needs. Drexel University,
The University of Pennsylvania, and many other colleges and universities
are active participants in the region’s drive to be a global leader in
economy sectors. The Wharton School has an Electronic Newsletter
(EN) with information on application of technology to EC. Also, an
Electronic Commerce Resources Center (ECRC), one of 16 funded by the U.S.
federal government to assist defense subcontractors, is located in West
Chester, PA.
Applications of biometric, card, voice, and wireless technologies to improve QOL could be sent by CIOs-KMs in private and public sectors to colleges and universities that are preparing the next waves of graduates for business, engineering, health and human service, public service, and a broad range of contexts in which education and training occurs, including the private sector. Application of the above-mentioned technologies in EC is accelerating developments in B2B, B2C, and M-Commerce (Mobile). A CIO-KM at a college or university with above-mentioned programs could redirect appropriate information to (a) a peer in a school of business for use in a certificate or degree program, (b) a business educator or technology educator for refinement into developmentally appropriate adult, business, and/or technology education programs. Learning communities could be developed between colleges and school districts in a “service” area where parent advisor committees focused on Career Path Development could enrich learning units due to direct involvement in applications, especially convergence of multiple technologies. The 202
Corridor contains many pharmaceutical research and development,
manufacturing, and health care related establishments. What are the
implications for Health and Medical Informatics?
The
Pennsylvania Governor’s School for Excellence for the Agricultural
Sciences, Pennsylvania State University, provides an opportunity for 10th
and 11th graders to explore career paths for that economy sector.
The Governor’s School for Excellence for Information Technology hosted by
Drexel University and PSU provides an opportunity for 11th graders to
explore IT and perhaps concentrate in EC. Other Governor’s Schools
of Excellence for 11th graders focus on Sciences, Teaching, and
International Studies. A four-week summer institute for 48 rising
high school seniors is conducted by the Wharton School, University of
Pennsylvania. Imagine interpreting some of the insights from
Wharton’s Electronic Business Initiative (WeBI) for seniors who
could be provided a continuous flow of resources from a university
with partners throughout the world. http://undergrad.wharton.upenn.edu/programs/highschool.cfm
Pennsylvania’s Digital School District Initiative seeks nothing
less than to revolutionize education. |
| Engineers play a critical role from design and development
through project management and service. Engineers design and develop
the communications systems; biometric, card, voice, wireless, and other
technologies; e-book systems and AAL delivery technologies; AMP parts used
in airplanes, cars, computers, etc. to meet international standards; KC
personal care product and service delivery systems; GE Medical Systems
technology; and the B2B, B2C, and MC systems. What career
development specialization and concentrations are needed in engineering
for diverse learners to achieve digital dividends? How can
corporations partner online with education for career development
activities, both counseling services and college curriculum
modernization? How can engineering colleges and universities
collaborate with diverse school programs online?
Phil
Condit, chairman and CEO, The Boeing Company, spoke about “Forging
Strategic Alliances: Rethinking the Model” to the Australian Information
Technology (IT) Strategic Alliances Summit in August, 2000. He spoke
to the group in Sydney from the Boeing Board Room in
Seattle. Boeing’s
commitment statement “Forever New Frontiers” is based by a vision
statement. |
|
People working together as a global enterprise for aerospace leadership. Core
competencies are detailed customer knowledge and focus, large-scale
systems integration, and lean enterprise. Values are leadership,
integrity, quality, customer satisfaction, people working together, a
diverse and involved team, good corporate citizenship, and shareholder
value. Engineering enterprises pursuing “Forever New Frontiers” need a continuing flow of competent personnel – a challenge for a world class Training Knowledge Management (TKM) capability. A career development conceptual framework for advanced specialization and concentrations in engineering follows a pattern similar to that of business with multiple possible concentrations. Career Development: Specialization and Concentrations in Engineering Chief
Information Officer (CIO) and Knowledge Manager (KM) in
Education/Training
Career Counseling
Services
Curriculum Development Programs
|
| Developmentally appropriate learning units in biometric, card,
voice, and wireless technologies in awareness career development programs
and services articulated to B2B and B2C in exploration would a foundation
to domestic database and network analysis by economy sector in
agriculture, any combination in manufacturing categories, or service
sector categories such as health care.
Concentrations could focus in any of the above-listed categories of engineering and emerging CIO and KM roles. A concentration could include student KM aides to counselors and teachers. KM is
emerging with conferences, organizations, and publications some only in
electronic format. Bulletin
board pages were created to assist graduate students to provide content
that could be included in Career Pathways for Digital Dividend occupations
and to supplement information provided in a continuous flow of
contemporary newsletters that are archived (Groff, W., 2001). An
“Asia Society” bulletin board page was created to assist clientele from
that region to envision continents, countries, and regions being connected
by fiber optic cable and career opportunities. “Asia Society” begins
with Global Crossing and is followed by Asian Web sites, many with free
Electronic Newsletters (ENs). Elementary, middle, and high schools plus
university Web sites are listed for Korea. The bulletin board page
mentions an outstanding resource developed by Kris Bina Midthun, associate
academic librarian at the Golda Meir Library, University of Wisconsin -
Milwaukee, that can be used for content in career pathways in business and
business education programs. |
| Global
Crossing is engaged in connecting continents with broadband and linking
country services with technology. http://www.globalcrossing.com/
Beneficiaries are the companies and countries with contracts /
subcontracts in globalization related to technological infrastructure
development. Global Crossing connected Argentina to the Global
Fiber Optic Network (November 15, 2000) and Brazil (November 20, 2000)
where bandwidth-intensive applications such as telemedicine,
computer-based distance learning, and streaming audio and video will be
available new services. Global Crossing has entered an agreement
under which Exodus will acquire GlobalCenter, Inc., a wholly owned
subsidiary of GC. The combined company would have 32 Internet Data
Centers totaling almost 4,000 customers and with strategic partners that
include Cisco, Compaq, Dell, Inkomi, Microsoft, Oracle, Softbank and Sun
Microsystems. Exodus and Asia Global Crossing have agreed to form a
joint venture to provide complex Web hosting and managed services in
AP. Global Crossing and Exodus are creating an unprecedented
alliance to form the world’s most advanced broadband Internet protocol in
markets around the world. http://www.globalcenter.net/
“Globalization and the Family of IT Careers” is a bulletin board page primarily for individuals interested in business and commerce related roles. It has links to the 26 Centers of International Business Education and Research (CIBERs) with extensive data bases for countries throughout the world, American Chambers of Commerce throughout the world, more than 300 World Trade Centers in about 100 countries, and high tech exporters in the U.S. Many high tech exporters list available positions, some with detailed competency and skill requirements, that can be used as content in career pathways to meet professionals or technical roles. “Taiwan” begins with Ministry Of Education (MOE) offices operated in 7 major cities in the U.S. The bulletin board page then includes the Ministry Of Economic Affairs (MOEA) with strategies for “Planning Intelligent Industrial Parks and Building Taiwan Into a Technology Island” plus MOE education reform mandates and the Bureau of International Cultural & Education Relations. Taiwan provides an extraordinary opportunity for collaborative partnerships for Career Pathway development be the focus on community (cultural), economic, or educational development. The “Taiwan Miracle” is a story of a democratic state in communist country yielding a per capita income of $100 in 1951; $ 450 in 1965; $ 8,000 in 1990; and approximately $13,000 in 1999. How could education in the U.S. collaborate with the 7 MOE offices to promote cultural and economic development? How could collaboration with cyberuniversities improve QOL? What joint ventures could be pursued to assist MOEA with economic development goals? Kathryn A.
Green completed a dissertation about diagnosing needs and wants of
foreign people and the development of bulletin board pages in response to
specified wishes. Asians represent 76% of the foreign students from
46 different countries who are enrolled in this institution in
California. The largest number in order are from Japan, Vietnam,
Taiwan, and Korea. Majors with the largest number of Asians are (a)
marketing, international business plus travel, tourism, and hotel
management; (b) liberal arts; and (c) computer science, Web design, and
computer programming. Services sought by Asians in interest rank
order were (a) career information, (b) tutoring, (c) career assessment and
skills for future roles, and (d) job description information.
Career/Life Planning steps are available and bulletin board pages were
created for clientele from the United Arab Emirates, China, Indonesia,
Japan, Korea, Kenya, Taiwan, and Vietnam. http://www.irvine.quik.com/kgreen/isccc/iscccindex.html
(scroll to the bottom of the menu) Bulletin
board pages will be expanded and links will be added for the
above-mentioned countries. Other
projects relate to preparing educators to use technology for career
development. Sandra Vance is completing a strategic plan for
induction and continuing secondary teacher development for the Dallas
Public Schools. Pedro Perez is developing a dissertation proposal to
create an online counseling intervention program at Borough of Manhattan
Community College in NYC. Jon Nakasone (2000) completed a
dissertation to promote equal access to electronic information by disabled
students. Susan Moore (2001) developed a strategic plan to provide
services to ADA students. David Rutledge (2001) completed a
practicum that will lead to an evaluation of career development programs
by a high school in Chester County, PA, a major part of the 202
Corridor. |
| Preparation of educators, including administrators and
board members, for career development purposes related to emerging critical occupations or roles is essential to achieve digital dividends. Administrators must be aware of emerging occupations and recommend policy to board members. Programs to prepare secondary teachers have tended to focus on attaining a discipline subject centered competency in one major field and one or two “minor” fields. Competence consists of attaining breadth and depth of skills to conduct a safe practice of pedagogy in multiple contexts. Programs to prepare early childhood teachers tend to focus more on developmentally appropriate learning activities among areas of studies like communications – reading, spelling, and writing. Programs to prepare “middle” level teachers are between the two above-mentioned approaches. Although
applications of technology have increased over the years, focus at the
undergraduate level has supported the safe practice of pedagogy for entry
level positions in subject matter. |
| Career
development program and services and the use of technology to promote
awareness, exploration, and specializations tend not to be included in
programs at the undergraduate level. Curriculum standards have
competencies and skills often supported with links to resources that are
useful in helping to select activities for career development programs and
services. Analysis and critique could include browsing and mining Web sites with curriculum standards: Information Literacy Standards http://www.ala.org/ IT works, Ohio http://www.itworks-ohio.org/ Skill Standards for IT http://www.nwcet.org/ Telecommunications http://www.cwa-union.org/ AK: http://www.eed.state.ak.us/contentstandards/Technology.html MA: http://www.doe.mass.edu/framworks/archives/ MI: http://www.cdp.mde.state.mi.us/MCF/ContentStandards/Technology/ NC: http://www.dpi.state.nc.us/Curriculum/ PA: http://www.pde.psu.edu/issini.html UT: http://www.usoe.k12.ut.us/ WI: http://www.state.wi.us/dpi/standards/ An
increasing number of career opportunities require international
competencies and skills. Preparing
career development providers of programs and services to use technology is
much more than mining Web sites. Competencies become more complex in
specialization with concentrations. |
| Inchon
National University of Education (INUE) is the largest of 11 universities
for elementary teacher preparation http://www.inchon-e.ac.kr/
Dr. Kim’s last practicum was a handbook for elementary teachers to
integrate technology into curriculum that was shared with KAIE whose
members focus on applications of technology at all levels in education.
Thus, K-8 teachers had the resource as did all universities that prepare
teachers. A presentation to KAIE in 1997 focused on computer based
distance education plus E-commerce and the implications for curriculum
development. Dr. Kim’s dissertation was a strategic plan for the
integration of technology into education that included content as well as
design of academic and administrative infrastructure that included five
adjacent computer labs that could accommodate 170 individuals accessing
the Internet simultaneously plus faculty and staff hardware and
appropriate training support in 1998. Faculty and graduate students
in computer science in education at INUE were provided with materials in a
presentation and discussion session on applications of biometrics, card,
voice, and wireless technologies in workplaces and the implications for
curriculum development in 1999. What preparation of career
development providers would be required in awareness or exploration for
collaboration between South Korea and the U.S. to improve Quality Of Life
in North Korea? How could cyberuniversities in both countries
analyze needs in education in North Korea and
design curriculum appropriate to the available human and technological infrastructure? Business education, home economics, technical education plus economics, history, political science, sociology and other teachers contribute significantly to learners in career specialization. E-books, electronic publishing, Electronic Newsletters (ENs), and print-based materials in electronic formats provide contemporary information that must be turned into learning units. Dr. Yng-chein Sheu (1995) developed a strategic plan to create a printing technology department at National Taiwan Normal University http://www.ntnu.edu.tw/ that is now producing teachers and technicians for industry through the graduate level. How could collaboration in an economy sector that is essential to commerce, diplomacy, and literacy occur between Taiwan and the U.S? English instruction in elementary grades has been increased and the Ministry Of Education (MOE) has collaborative agreements with several countries for cultural awareness immersion programs? How can e-information be converted to KNOWLEDGE for career development providers in both Taiwan and the U.S. that could yield digital dividends through improved QOL in Asia? Dr. Niann
Chung Tsai (1993) participated in ECRs and co-created a strategic plan to
convert an undergraduate program in a campus-based format to a computer
based distance education format. Awareness of demographic, economic, political, social, and technological variables for culturally diverse people must be raised to competencies in understanding in the emerging global economy. A core liberal arts program in anthropology, economics, history, geography, languages, political science, sociology, etc., is critical for preparation for life and work in 21st Century globalization. Excellent historical perspectives are presented in articles by Bentley, J., 1996, and Wigen, 1999. An excellent resource includes materials by the American Institute in Taiwan (Brekke, W., 1999). Although a historical perspective is absolutely essential for understanding context, it is especially essential to understand how Asia Pacific ECONOMIES become so dynamic and how they are most likely to develop in the future? How can career development educators in school-based programs use technology to acquire a better understanding of global economies and then convert that knowledge into developmentally appropriate learning activities for children and youth? What are basic competencies in KNOWLEDGE of emerging ECONOMIES around the world? What could be questions in the 2020 WORLD ECONOMIES online Geography Bee this year? The East Asia percent of goods and services produced in the world grew from 3% in the 1960s to 11% in the 1970s to 25% in the 1990s; East Asia is consuming an increased share of goods and services produced by others (Copper, 1998). East Asia will soon pass the rest of the world in production and will probably be bigger economically than the North American free trade area and the European Union combined. The most dynamic region of the world is the Pacific Rim. The Republic of China (ROC) is currently the fastest growing economy and has 22% of the world’s population with a large middle class of people who want to buy consumer products. The European Union (EU) began with 350 million people in 12 nations with the highest per capita income in the world in 1993; EU became a single market for goods and services. Austria, Sweden and Finland raised the membership to 15 in 1995. The EU will probably expand by 12 members by 2003. Candidates include Cyprus, Malta, Hungary, Estonia, Poland, the Czech Republic, Slovenia, Bulgaria, Romania, Slovakia, Lithuania, and Latvia. Turkey is a possible13th candidate. EU launched the Euro in 1999. National currencies will remain in circulation until 2002. Canada, Mexico, and the United States formed the North American Free Trade Agreement NAFTA), a total population of 320 million people in Canada’s 10 provinces, Mexico’s 32 states, and the 50 U.S. states. A free trade agreement between Argentina, Brazil, Paraguay and Uruguay began in 1995. Chile joined Mercado Comun del (MERCOSUR) in 1996; Bolivia joined in 1997. MERCOSUR’s goal is to incorporate all S. American countries by 2005 before joining NAFTA. The International Telecommunication Union (ITU) implemented a new initiative in E-Commerce for Developing Countries (EC-DC) with assistance by WISeKey with “The Secure E-commerce Partnership Seminar” last November. Nearly 500 delegates, including 17 Ambassadors and 4 Ministers, represented some 120 countries and 11 international organizations. http://www.itu.int/ About 1
billion of the world’s 6 billion people have access to the Internet.
Therefore, 5/6th of the world’s people can be viewed as markets.
Research about globally competitive communities is being used for
“Building Smart and Sustainable Communities and Regions.” What
career paths are needed to improve Quality Of Life (QOL) for people around
the world through technology that could yield Digital Dividends for more
“have not” peoples as well as the “haves?” |
| Knowledge
Management (KM) is at the core of all the ideas discussed, individuals
cognitively processing data and information using contemporary
technology. A child can peer at a computer screen and eye iris or
facial body parts recognition software will permit access to the system
and then verification software will permit access to files open to
individual users. Voice recognition and verification software could also
be applied for similar purposes. Card technology, credit or debit, could
demonstrate pay for system use. Continuous voice recognition
software will allow culturally diverse multiple users to interact
instantaneously and simultaneously in several places. And, the users
are no longer tethered to a location. Field force automation is
widespread.
Dysart (2001) stated that “Knowledge emerges through the interaction in clusters” in a report about the 22nd annual McMaster World Congress coordinated by the University’s Management of Innovation and New Technology Research Center. McDonald (2001) discussed the business imperative and KM challenges of globalization in the February issue of KMWorld and addressed the whys and hows of globalization, the legal hurdles and Web site design for international B2B. Imperatives become clearer about the need for inclusion of KM processes in CD e-paradigms. Graduate level certificate and degree programs hold potential for including career development programs and use of technology. Although practice teaching within an undergraduate program provides a foundation, a few years of experience provides maturity for career decision making. Induction and professional development programs could include units on career development and the use of technology. Then, graduate level learning experiences can expand on a foundation. Adult counselors and educators have a unique role. Applications of technologies are one cause of economic fundamental restructuring, dislocating large numbers of workers ranging from low skills to highly proficient technologically, but perhaps G1 or G2 during a conversion to Generation 3. Dr. Oscar Vazquez-Melendez (1996) converted General Education Development (GED) material into Spanish to serve Hispanics in Ga, NC, SC, and TN http://www.escuelaelectronica.com/ Adult counselors and educators provide continuing education, community outreach programs, computer literacy and upgrading programs, retraining of dislocated workers, and a broad range of custom designed services such as small business development for many disadvantaged groups. Culturally
specific projects are important for groups below the digital divide.
Dr. Carolyn Ryals completed a practicum on a synthesis of culturally
specific characteristics of African-American middle school boys. The
research was converted to instructional materials in multi-media format
for workshops that were presented and evaluated; she has received
widespread recognition. Black Enterprise is a wonderful resource
with articles like “Information Age Griots” and “What’s in a Chip.”
America’s Promise is a wonderful resource and has launched a computer
initiative. Claudia
Walker is completing a dissertation on a secondary to postsecondary
transition plan for American Indian students at a community college.
The project has tremendous implications for Career development programs need to be developed for individuals preparing to be providers of Anytime Anywhere Training services in education settings. CIO-KM roles involve analyzing data, critical thinking competencies, and critiquing information to add value, problem solving skills. Dr. Stephan Reynolds acquired the competencies and skills of a CIO while working in two private colleges. He developed a strategic plan for the integration of computer services and library services after an extensive analysis of colleges. As vice chancellor for information technology at Indiana University East he developed A Strategic Plan for Integrated Resources and Services. Colleges and universities offering certificate and degree program in multiple delivery formats must provide equal opportunity of high quality for all clientele. CIOs and KMs need competencies and skills in areas ranging from design, delivery, and assessment as well as infrastructure planning. The
University of Maryland University College began to deliver new Executive
Certificates and Graduate Certificates Online in the fall of 2000 http://www.umuc.edu/gsmy
Collaborative computer based distance education projects are
evolving rapidly such as the Southern Regional Education Board’s
Electronic Campus and Western Governors’ University. Electronic
Campus became a directory of online courses offered by institutions in the
16 S.R.E.B. states. Electronic Campus list over 3,200 courses and
102 degree programs in 262 institutions. About 20,000 students took
online courses in 1989-99 http://www.electroniccampus.org/
Coordination of distance learning is occurring among nations and sometimes
with a special focus. Academia Sinica President Yuan-tseh Lee spoke
on “Environmental Changes and the Future of Humanity” in February,
2000. Dr. Lee had been in America 40 years earlier and was shocked
at resources wasted and found the same thing in Taiwan. Economic
development and environment preservation is a focus of coordination of
distance learning by 15 universities in Taiwan. Videoconferencing is
significant for AAL. The Videoconferencing for Learning Web site has
applications and resources for teachers, librarians, and other
educators: Career
development programs need to be developed for individuals preparing to be
providers of Anytime Anywhere Training services in corporations.
Training Knowledge Management (TKM) titles are used for roles extending
from training needs diagnosis, program design and delivery, followed by
assessment and evaluation. Some graduate and undergraduate
programs are beginning to require that at least one course be completed in
an online format. Analysis and critique could include browsing and mining
Web sites about online learning such as |
| People
working collaboratively domestically and globally for improving
QOL
Certificate and degree programs for career development with
intensive use of technology could be greatly enhanced via strategic
alliances very much like Boeing’s EC Internet trading
exchange. Dr. Chong-Sun Hong developed a plan for innovative approaches in English education at Hankuk Aviation University http://www.hanghong.ac.kr/ at the same time that Dr. Shirley Waterhouse developed a strategic plan to help faculty to integrate technology into curriculum at Embry-Riddle Aeronautical University http://www.erau.edu/ and Dr. Richard Coffey co-created a “Professional Development Transition Program” for human resources employees at the Boeing Everett site. How could alliances between Boeing and these two universities, and possibly others, build on that corporation’s aerospace global leadership vision to develop graduates in business and engineering career progression e-paradigms that include developmentally appropriate units that INUE could refine and electronically distribute to KAIE members in schools and universities in South Korea. Ideas for alliances with Taiwan can be seen from some information provided by the Ministry Of Economic Affairs (MOEA) and the Ministry Of Education (MOE). The MOEA site provides information about the economic status and five strategies for building Taiwan into a technology island. An Asia-Pacific Regional Operations Center (APROC) has a focus on Taiwan in the 21st-century with a sound and vigorous economy, stable society, and highly educated workforce. APROC concentrates on six centers (a) Manufacturing Center, (b) Sea Transportation Center, (c) Air Transportation Center, (d) Financial Center, (e) Telecommunications Center, and (f) Media Center. “Trade is Taiwan’s lifeblood. Taiwan firms have vast and wide-ranging investments in mainland China. A key area of the APROC plan is to establish between 20 and 30 intelligent industrial parks around the island – 17 of which are under planning or development. With so many compelling reasons to draw them to Taiwan, 46 multinational companies have come and concluded strategic alliances, while 26 have opted to place operations centers on the island.” Alliances for community, economic, and education development could be formed for one or more of these initiatives. Taiwan and the U.S. have an extensive history of collaboration that extends from the liberation of the island in the mid 1940s through rebuilding and the current era. MOE lists
12 education reform mandates; 6 of the 12 mandates
are: Career development (CD) e-paradigms could evolve from APROC commitment to contemporary technology and education reform mandates. The Graphic Arts and Printing Technology (GAPT) program at NTNU can provide a flow of KNOWLEDGE about education reforms worldwide via TECO centers in Chinese and English in electronic format for use by CIOs and KMs in Taiwan. The APROC Telecommunications Center and Media Center can use state-of-the-art technology to receive, process, and send customized knowledge to consumers where technology is available. What are
the specifications for CD e-paradigms and are students prepared to use the
new formats. Gen-M and teen gurus are ready for technologies. M-business indicates that Asian and European teens are ahead of American counterparts in cell phone use (Bruzzese, 2001). Bunn (2000) indicates teen gurus are brilliant, ambitious, and almost intuitively gifted at new technology. A culture change is on the fast track in Finland driven by Gen-M and teen gurus using Nokia’s wireless technology that will fundamentally restructure the economy and society of that nation of five million people and about the size of Montana. What CD e-paradigm programs and services will Helsinki University design and deliver to Gen-M? (Randon, http://www.mbizcentral.com/ ) Taiwan
consistently ranks 1st or 2nd in math and categories of science in
international comparisons and made the transition from vocational to
contemporary technical education during the 1990s. Many Taiwanese
living throughout the U.S. are employed in business, engineering, and
education. CD
e-paradigms can be created for business and engineering specialization
with concentrations. |
| The
nature of globalization and a digital divide based on numerous dimensions
suggests that students be requested, even required, to have a minimum of
one domestic and one cross cultural international experience to apply
knowledge intended to assist people below the digital divide. There
are 22.5 million cases of AIDS in sub-Saharan Africa. UNAIDS
estimates that 5 to 7 million people are now living with AIDS in Asia and
the Pacific and 3 to 5 million in India. With 60% of the world’s
population, Asia could become the region with most HIV infections.
Could AIDS be a collaborative project for students in the e-CD
specialization stage?
Consortium to consortium alliances (CCA) and university to university partnerships (UUP) are likely to increase for digital dividends domestically and globally. CCAs include Electronic College by SREB and WGU. But, there are many CCAs. Analyses in 1999 yielded many different CCAs including one involving Chicago, Carnegie Mellon, Columbia, Stanford, and the London School of Economics. One of the analyses indicated that business degree programs online contributed to decline of enrollment of business degree programs presented only in traditional format in the EU. The British government has commissioned a business plan for a major international e-university to give corporations and institutions capability to compete globally. A primary focus is e-commerce. Computing for the disabled research became a commitment pledge for 25 research universities in the U.S. in fall, 2000. Could that become a multi-nation e-CD focus in the specialization stage? United
Nations Secretary-General Kofi A. Annan challenged world business leaders
to embrace and enact “The Global Compact” at the World Economic Forum on
31 January 1999. “The Global Compact” contains principles for human
rights, labour, and environment. He asked leaders to support the
principles in corporate practice and public policies. He
stated, Recognizing that the “Quality of life in the 21st century will to
a large extent be dependent on the preparation of a diverse corp of
leaders...,” the International Telecommunication Union will host a Youth
Forum at ITU Telecom Africa in Johannesburg in November 2001. ITU
initiated a Fellowship Programme to fund one individual of college age
from each member states in Africa. How can this example be
replicated with other organizations?
A hallmark
of church affiliated private education in the U.S. is a combined focus on
character development – ethical, moral, and spiritual development
– along with content area development.
Archbishop Rembert G. Weakland spoke to 10,000 attendees at the National Catholic Education Association on April 17. Archbishop Weakland stated, “Education is the key to economic success. And educators need to teach people to work to prevent the disparity between rich and poor in this country and globally from worsening in the rapidly moving economy.” What focus on character development – ethical, moral, and spiritual – can be integrated with strategic content areas in a large church-related education system via CD e-paradigms to impact QOL? What could
I or should We do Monday? Competencies and skills for educators
using technology for career development (CD) programs and services for
awareness, exploration, and specialization with concentration phases must
progress from browsing and mining to technological
proficiencies. ...create
community learning centers and encourage children and youth to envision
e-paradigms. |
| Attached
is “A Personal Vision Quest Scenario and Action Plan Model” to assist each
reader to chart a scope of work followed by a conceptual framework to
focus on CD paradigm stages for emerging roles in business and
engineering. Another sheet has a focus on application of Vision
Quest in education in schools followed by a format for displaying action
plan goals and objectives. The U.S. must develop strategy to move
“...at a speed a tad quicker that marching in
place.”
A PERSONAL VISION QUEST SCENARIO AND ACTION PLAN
2001-2002 2002-2003
2003-2004 2004-2005
Convergence and Integration Areas:
Alliances Globally ________________________________BOTTOM LINE_____________________________ CAREER
DEVELOPMENT E-PARADIGMS FOR TECHNOLOGY
|
| Figure 8
is a framework - awareness and exploration through specializations with
concentrations.
Career Development: Specialization and Business Concentrations Chief Information Officer (CIO) and Knowledge Manager (KM) in Education/Training Early
Specialization
Advanced
Specialization
Concentrations Engineering
CIO and KM – apps of technologies for B2B, B2C,
M-commerce Advanced Exploration Graphic Arts and Printing (GAP): Pre-Press, Press, and Post-Press Early
Exploration Figure 8. Career Development e-Paradigm for Digital Dividends, Awareness to Specialization Application of Vision Quest in Education can be done
in a variety of ways. An education reform strategy was launched in
1989 by governors and President George H. W. Bush based on
goals.
Goal Categories
for
Alternative
Scenarios
VISION QUEST Figure 8. A Model to Display Goal Categories, A Vision, and a Vision Quest Action Plan The
National Assessment of Educational Progress (NAEP) has conducted
assessments periodically since 1969 in reading, mathematics, science,
writing, U.S. history, civics, geography, and the arts. “The
Nation’s Report Card” reports student achievement at grades 4, 8, and 12
for both nonpublic and public schools for the national and specific
regions. Analysis
of data and information about existing formats and structures is necessary
but insufficent. |
|
2001-2002 2002-2003
2003-2004 2004-2005
B.
Functional Relationships C.
Qualitative Improvements Human
Resources Development Fiscal
Resource Development ________________________________BOTTOM
LINE_______________________________ Assessment and Evaluation Principles of Learning in
ENCs Professional education programs must not only be aware of state
curriculum standards that their students must use in practice teaching,
they must comply with regional accreditation
standards. Although a few curriculum standards by states mention IT in a generic way, no states have standards for emerging or evolving occupations listed earlier in this statement. Furthermore, although individuals in schools are preforming CIO-KM functions, no certificate programs could be found to prepare them in colleges or schools of education. One CIO certificate was found in an MBA program for individuals going into business. The May 2000 issue of Strategic Planning contains a list of states with curriculum standards that relate to IT (Groff, W., 2001). Assessment of student progress toward meeting standards is critical. Program outcomes are essential that contain competencies and skills in preparation for (a) citizenship, (b) learning, and (c) work. Although most of this statement is about Career Development, all above-mentioned categories of outcomes should be specified for each career specialization and/or concentration. Assessment strategy can focus on competencies and skills of an individuals or a collaborating group of individuals. Collaboration in groups is mandatory in most of the emerging careers. Assessment tactics for career development for children and youth should be based on pedagogical policy and research and for adults should be based on andragogical policy and research. Curriculum standards by states have tended to promote or require assessment strategies focused on an individual at various grade levels in exclusion to collaborative group problem solving. Assessment of critical thinking competencies and problem solving skills in online learning is in its early stages of development and not yet become a part of career pathway evaluation in ENCs. Globalization and internationalizing curriculum is viewed as a high priority by many leaders. The extent to which globalization type resources are being integrated into curricula at elementary and secondary levels in unknown. The extent to which these resources are being integrated into preparatory programs or into induction and/or professional development programs is unknown. How CD providers are being trained to use technology for international careers is unknown. Evaluation strategies should include broad based formative
committee membership of regional shareholders and summative committee
member with national and international shareholders. Evaluation will
begin a new phase in critiquing electronically offered certificate and
degree programs by regional accreditation standards (Statement,
2001). |
|
Choosing a career and a set of career development learning experiences to prepare for life and work is one of the most difficult decisions a person makes. Application of technology to all aspects of life and work is not only causing a change from paper-based formats to electronic formats, the change is forcing providers of career development programs and services to analyze the needs and wants of clientele and the way technology can be used to improve decision making. Culturally diverse learners vary greatly in terms of needs and wants. Providers of programs and services, including community-based, corporate-based, and education-based career development units, vary a great deal in quality and quantity in how they can meet needs. Competing priorities for limited fiscal and human resources force service providers into alternatives to meet demands. Children are maturing into youth and faced with many emotional, physical, and social changes. Middle school staff are often not prepared well to deal with the problems in various contexts. Middle schools often get “hand me downs” for equipment and plants left over from expansions. Career development services vary considerably from context to context even in the best systems. Awareness about emerging roles by administrators, counselors, parents, and teachers who are collaborating is necessary, but altogether insufficient to meet diverse children and youth needs. Conceptual frameworks of school-based career development models must be modernized and upgraded based on advances in Computing and Information Technology. Career Pathways must be created with contemporary content in 4+4+4 campus/site-based formats and must also be made available in Anytime Anywhere Learning formats. School-based developmentally appropriate units could be used by the Boy Scouts of America in a logical sequence of requirements for 1st Class, Star, Life, and Eagle recognitions that could complement charter school or home based programs. Few issues will be more important than co-creating articulated career paths in online formats for emerging occupations. Electronically Networked Cultures (ENC) can be created and sustained through a common mission and a shared vision with action plan. ENCs consisting of practitioners in an emerging family of occupations, like EC in its many variations, with faculty and teachers could (a) analyze competencies and skills to perform emerging roles and (b) convert information into content in articulated career pathway conceptual frameworks. CIO-KM
certificates must be created by professional education schools, especially
institutions with library and information science and/or technology
education programs. Imagine CIO-KM educators collaborating with
Boeing CIOs and to convert non-classified technology used in the aerospace
enterprise projects into developmentally appropriate learning units to
excite children and youth to consider computer science or electronic
engineering careers and delivered in AAL.
Digital
dividends can be achieved for many nations and people through global
strategic alliances. |
|
“The connections between scholars and policy and
decision-makers are weak to
Stanley Ikenberry, President of the American Council on Education, at “From Theory to Practice: An Anniversary Symposium” for the Center for the Study of Higher Education (30th year) and the Higher Education (50th year) at The Pennsylvania State University, June 2000. American Council on Education http://www.acenet.edu/ * * * * * * * * * * * * * * * * * * * * Applied
and basic research are both essential for Career Development and use of
Vision Quest. Applied
research can be development problem solving methodology, like project
management in business or engineering enterprises. Basic research is
analyzed first by a formative committee via critical incidents and
informed judgement techniques and critiqued by a summative
committee. Applied
and basic research questions to co-create a career development model could
include: A “What could We do Monday?” action and research agendum for CD e-paradigms is needed. *
* *
* *
* *
* *
* * *
* *
* *
* *
* *
Burl N. Osburn, “The Editor Has The Last Word,”
|
|
BIBLIOGRAPHY
Algee, Alan (1995). The Development, Implementation, and Evaluation of a Model for Teaching Intercultural Competency Through the Content Areas at Faith School of Technology. Unpublished applied dissertation. Nova Southeastern University. Anglin, Dan (1996). Development of a Guide for Strategic Planning for Assemblies of God Educational Institutions & Ministries in Asia Pacific. Unpublished applied dissertation. Nova Southeastern University . Barger, James E. (1998). Development of Curriculum for Teaching Electronic Commerce Within Existing Marketing Education Courses for the Virginia Beach City Public Schools. Unpublished applied dissertation. Nova Southeastern University. Bentley, Jerry H. “Cross-Cultural Interaction and Periodization in World History.” American Historical Review, 101(3), June 1996, 749-70. Birnbaum, Barry W. Connecting
Special Education and Technology for the 21st
Century. Brekke, W. A. “Taiwan’s Drive to
Internationalization.” Asia Pacific Business Outlook 1999 Conference
Proceedings, University of Southern California, March 22-24,
1999. Bruzzese, Stephanie. “The GEN-M Challenge.” Mbusiness, April 2001, 46-54. Bunn, Austin. “The Rise of the Teen Guru.” Brill’s Content, August 2000, 64-69 + 123, 129. Center for Education, Employment and Community. Newton, MA: Education Development Center, January 2000. http://www.edc.org Coffey, Richard W. (2000). The Creation of a Professional Development Transition Program for Human Resources Employees Within the Boeing Everett Site. Unpublished applied dissertation. Nova Southeastern University. Cohen, David. “In Cyberuniversities, a Place for South Korea’s Women.” The Chronicle of Higher Education, April 6, 2001. DeVoney, Chris, and Hakala, David. “2001: The Year We Make Contact.” Sm@rt Partner, 3(44), December 11, 2000, 36-40. http://www.smartpartnermag.com Dysart, Jane. “Knowledge Emerges Through the Interaction of People in Clusters.” KMWorld, 10(3), 9-10. http://www.kmworld.com Espinal, Jack L.(2000) Voice Recognition in the New Millennium: A Productivity Toy or Tool. Unpublished Directed Study report. NSU. http://fairfax2.laser.net/~jespinal/vr1.htm Green, Kathryn A. (2001).
Development of a Web site to Assist Meeting International Student’s Needs
with Plans for Implementation and Evaluation for Rancho Santiago Community
College District. Unpublished applied dissertation. Nova
Southeastern University. Groff, Warren H. (1994). Restructuring for the 90s and Beyond: Solution Based Learning in an Era of Smart Homes, Wired Communities, Fast Systems, Global Networks, and Fast Forward Learners in a Borderless World. (ERIC Document Reproduction Service No. ED 370 181). Groff, Warren H. (1995a). New Habits of Heart and Mind: “Third Wave” Transformational Leaders. Creating Solution Based Learning Focused on Children and Families and Math, Science, and Technology. (ERIC Document Reproduction Service No. ED 384 993). Groff, Warren H. (1995b). Creating Learning Communities in the Digital Era. (ERIC Document Reproduction Service No. ED 389 890). Groff, Warren H. (1999). Strategic Planning (Thinking) for the Digital Era. Evolution of E-Commerce and delivering EC units online, Taiwan. (ERIC Document Service ED 432 932). Groff, Warren H. (1996). Creating and Sustaining Learning Communities in the Digital Era. (ERIC Document Reproduction Service No. ED 396 188). Groff, Warren H. (2001). STRAGEIC
PLANNING (THINKING) FOR THE DIGITAL ERA newsletters are archived at
Blackboard.com. Hayden, Thomas. “The Ages of
Robots.” U.S. News and World Report, 130(16),
44-50. Hong, Chong-Sun (1995). An Action Plan for the Use of Innovative Approaches in English Education at Hankuk Aviation University. Unpublished applied dissertation. Nova Southeastern University. http://www.hanghong.ac.kr/ Kaufman, Ben M. (2001). Formation of a Guide to Leadership Development for Asia Pacific Assemblies of God Leaders. Unpublished applied dissertation. Nova Southeastern University. Kim, Young Gi (1998). A Strategic Plan for the Integration of Technology into the Elementary Teacher Education Program at Inchon National University of Education. Unpublished applied dissertation. Nova Southeastern University. ( http://www.inchon-e.ac.kr/ ). Lopez, Cecilia L. (1999). General Education: Regional Accreditation Standards and Expectations. Liberal Education, 85(3), 46-51. Lopez, Cecilia L. (1999). A Decade of Assessing Student Learning; What We Have Learned: What’s Next? Presented at the 104th Annual Meeting of the NCA/Commission on Institutions of Higher Education. Available on line: http://www.ncachigherlearningcommission.org/ Martz, David (1999). Development of a Strategy to Design and Evaluate a Leadership Development Architecture for the Institute Biblique in New Caledonia. Unpublished applied dissertation. NSU. Associate dean of graduate studies at http://www.globaluniversity.edu/ McDonald, Peg. “Global B2B - a KM Perspective.” KMWorld, 10(3), 24-28. Morphy, Erika. “The State of
Agricultural Net Markets.” iSource, February 2001,
38-42. Moore, Susan (2001). The Development of a Campus-Wide Strategic Plan for Compliance with the American with Disabilities Act at MidAmerican Nazarene University. Unpublished applied dissertation. Nova Southeastern University Nakasone, Jon K. (2000) The Development of a Computer-Based Assistive Technology Strategic Plan at the University of Hawaii to Promote Equal Access to Electronic Information for Disabled Students. Unpublished applied dissertation. Nova Southeastern University. Nalepa, Laurie (2001). Development
of a Technology Plan for American Intercontinental University.
Unpublished applied dissertation. Nova Southeastern
University. North Central Association of Colleges and Schools. (2000). Assessment of Student Academic Achievement: Levels of Implementation. Addendum to the Handbook of Accreditation. Second Edition, 6-13. Chicago, IL: Commission on Institutions of Higher Education. Available on line: http://www.ncahigherlearningcommission.org/aice/assessment/index.html Quarto, Mark L. (2001). Development of an Induction Motor Training Supplement for Technicians of the Saturn Electric Vehicle Training Program. Unpublished practicum report. Nova Southeastern University. Reynolds, Stephan R. (1999). Development of a Strategic Plan for the Integration of Computer Services and Library Services at Nichols College. Unpublished applied dissertation. Nova Southeastern University. Rutledge, David B. (2001). Development of a Student Survey to Evaluate the Career Development Programs Offered to Students at Octorara Area High School. Unpublished practicum report. Nova Southeastern University. Ryals, Carolyn J. (2000). Creation, Delivery, and Evaluation of a Workshop on Teaching Population Specific Information Strategies Needed by Those Who Teach African-American Students Through Multi-Media Technology. Unpublished applied dissertation. Nova S. U. Sheu, Yng-chein. (1995). The Development of a Strategic Plan to Establish a Printing Technology Department for National Taiwan Normal University, Republic of China. Unpublished applied dissertation. Nova Southeastern University. ( http://www.ntnu.edu.tw/ ) Statement of the Regional Accrediting Commissions on the Evaluation of Electronically Offered Degrees and Certificate Programs. Boulder, CO: Western Cooperative for Educational Telecommunications, 2001. http://www.wiche.edu/telecom/Article1.htm Tsai, Niann Chung (1993). A Strategic Plan for Non-traditional, Off-campus, Bachelor’s Degree-completion Programs at the World College of Journalism and Communications (now Shih Hsin University, Taipei, Taiwan). Unpublished applied dissertation. NSU. U.S. Department of Education. eLearning: Putting a World-Class Education at the Fingertips Of All Children. http://www.ed.gov/technology U.S. Department of Education. Teacher’s Guide to International Collaboration on the Intenet. U.S. Department of Education. The Power of the Internet for Learning: Moving from Promise to Practice. The final report of the Web-based Education Commission, December 2000. Vance, Sandra K. (2001). Development of a Teacher Pre-service Education Program Emphasizing the Needs of Public School Students for the 21st Century. Unpublished applied dissertation. Nova Southeastern University. Vazquez-Melendez, Oscar (1996). Development, Implementation, and Evaluation of a Model Distance Learning Curriculum in Spanish to Prepare Hispanic Migrant Farmworkers for General Education Development Tests. Unpublished applied dissertation. Nova Southeastern University. Walker, Claudia Ann (2001).
Development and Validation of a Secondary-to-Postsecondary Transition Plan
for American Indian Students at Northwest-Shoals Community
College. Waterhouse, Shirley (1996). Development and Validation of a Plan for Implementing Faculty Education Technology Resources Services at Embry-Riddle Aeronautical University. Unpublished applied dissertation. Nova Southeastern University. http://www.erau.edu/ Wigen, Karen. “Culture, Power, and Place: The New Landscape of East Asia Regionalization.” American Historical Review, 104(4), October 1999, 1183-1201. Wood, Wardine (1977). Assessment of
the Continuing and Extended Educational Needs of Assemblies of God
Missionaries and a Model for Education Delivery for the Assemblies of God
Theological Seminary. Unpublished applied dissertation. Nova
Southeastern University. |
|
(414) 871-1127 mailto:%20groffw@nova.edu |