[Issue Analysis] Improvement plans to enhance virtual career experiential curriculum | |
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Date | 2022-09-26 |
content |
Hea-Jung Chang (Employment, Skills Development, and Qualifications Research
Division) Su-Hyun Choi (Center for HR Trends
and Panel Data) Seung-Rok Hwang (Center for Career Education Research) Dong-chan Park (Employment, Skills Development, and Qualifications Research
Division)
Although focused efforts have been made over the past
five years to put career experiential curriculum
on the right track, discussions on related issues such as regional imbalance
and substandard quality are still
underway. These issues also have implications for the creation and operation of contactless online career
experiential programs as well as platform building. It is vital to accommodate the improvement plans set forth below in developing related
policies and operating career experiential curriculum
in order to ensure future success in the operation of virtual career experiential programs.
Table 1. Improvement plans to enhance
virtual career experiential curriculum
(summary)
1. Improve program operation to reflect differences between face-to-face and A blended learning approach that integrates the online
classroom with the physical classroom elements
is being adopted, depending on the circumstances and convenience, in online
classes that have been rapidly
spreading in schools
during the pandemic
(Cho, Eun Soon, 2020). An effective operation of career experience programs run by schools
as part of career education requires
the understanding of the differences and characteristics of face-to-face and
and the redefinition of the roles of
learners (students), instructors (teachers), administrative organizations and support offices (career experience
support centers), and regulatory and governing bodies (Ministry of Education and Office of Education) as well as
teaching methods to cope with the changes
in the educational environment. These need to be followed by the establishment
of an administrative support
framework.
2.
Strengthen operation to
incorporate the features of experiential learning-based programs
Schools generally offer
career experience programs that include experience-based teaching and learning activities. Well-organized experiential
activity tasks can offer robust experiential learning opportunities. Even prior to the
pandemic, guest lectures and dialogues conducted with a large audience were the dominant forms of career experiential learning
programs offered by schools
due to convenience in school administration and difficulty in organizing
activities tailored to the diverse needs of
students. To offer high-quality career experiential to students
requires the improvement of the current career experiential learning programs in a way to serve the essential purposes
of those programs. To this end, a blended learning
approach should also be adopted in virtual career experiential learning programs.
Various immersive experiential activities can be offered online such as mock workplace experience and
workplace simulation by using educational technology employing virtual
reality, augmented reality
and other latest technologies.
3. Enhance operation by adopting various types of programs tailored to different school levels Objectives and goals of career experiential learning
curriculum may vary by school levels and career development stages. The type and
content of programs schools and districts offer should vary accordingly. The development and operation of career
experiential learning programs should take into considerations the types and
difficulty levels of activities, school levels, digital literacy of participating students. These factors
also need to be considered in creating virtual
career experiential learning programs.
4. Augment career experiential learning programs with blended learning Blended learning is a method of teaching that combines
two or more learning methods. Online learning
enables students to learn through cooperating with students from other classes,
schools or countries on the internet,
transcending the physical learning environment. (Kim, Hyun Seop, 2020) On the other hand, online learning presents limitations such as
difficulty in providing a sense of presence and the benefits
of person-to-person interactions of the in-situ
environment. The objective
and utility of blended learning
are to overcome the temporal
and spatial limitations of the physical
classroom and reduce anxiety of social isolation and a sense of alienation from contactless online classes. The proper utilization of blended learning
is essential in running career
experiential learning programs as some of experiential activities such as scientific experiments, practice drills, and crafting can generate desired
effects only when conducted in the in-situ environment. Going forward, schools
and districts need to break away from the dichotomous career experiential learning methodology of
pursuing either 100% in-person or 100% online learning. Instead, they should actively promote
blended learning-based career experiential learning programs by formulating various teaching
and learning methods
using real-time conference platforms or recorded
videos depending on the the objectives and characteristics of classes.
5. Adopt virtual career experiential learning programs selectively for the areas where they can generate desired effectsWith regards to the operation of virtual career
experiential learning programs, schools and districts
need to select and focus on the areas of content and types of career
experiential learning programs that are more suitable for the online environment, rather
than attempting to move every program
online. For example, quality online programs need to be developed and
deployed in such areas as experiments
that pose safety risks when conducted in the in-situ environment, programs that
are costly or are hard to find
instructors or mentors for, or programs related to space and medicine that can benefit
greatly from the use of virtual reality or metaverse
technologies. In addition, career experience programs conducted in “free learning semesters and academic years” need to be revisited to decide which ones to move online and which ones need a blended-learning approach depending on activity types and effectiveness: guest lectures or dialogue programs can be more effective when conducted online while programs involving practice drills and physical presence can be less effective when moved online. 6. Offer optimal career experience activities based on digital literacy levels With the advent of the Fourth Industrial Revolution and the era of rapid digital
transformation, the ability
to use technology and immersive content is emerging as a basic skill to make
the most out of career experiential
learning programs as well as online learning. Enhancing digital literacy is essential to generating desired effects of virtual or blended career experiential learning programs. To ensure success in career experientia learningl, it is imperative to educate and train various stakeholders such as students, teachers, mentors, parents, and support center administrators so that they will acquire an essential set of digital skills required to fulfill their respective roles. 7. Upgrade the virtual career experience service platform Building the right infrastructure is fundamental to providing online learning and is also
an important prerequisite in ensuring
its effectiveness and efficiency. As part of this study, focus group interviews were conducted with
related professionals asking questions such as how the current online career experiential learning service platform should be improved and what should be the direction of development if a new
service platform is to be developed. Key findings derived from the
interviews are as follows: First, “ggoomgil,” the current government-led career experiential learning platform, which acts as a
career experiential learning
program orchestrator,
needs to be improved with the addition of new operation-focused features such as real-time consultations and integration with mobile devices and menu renewal to build a
dedicated section for online career experiential learning programs where online activities can be viewed and applied
for. Second, a new platform needs to be built for use in running online
programs. YouTube, Zoom and other private sector platforms are not well suited to public education
(notices, chat, attendance and student management, etc.),
and a new platform should be built to best deliver online career experiential learning programs. Third, usability and convenience need to be increased through
the development of a new metaverse-based
platform and mobile applications. There is a need for a free local online
service platform to lessen the financial burden
of entities that host experience programs
for students.
8. Offer career experiential learning programs based on Edutech (metaverse, etc.) in response to the advent of the Fourth Industrial RevolutionAmid rising demand for career experiential learning
programs leveraging new digital technology and online learning with the advent of the
Fourth Industrial Revolution, there is a need for exploring new methodologies and operating plans for career
experiential learning programs, going beyond the current stage of simply using digital tools. For example, virtual
reality-based career experience using a metaverse
platform has been gaining
traction since last year amid the rapid spread of COVID-19. Key benefits the
metaverse brings to career experiential learning programs are as follows: First, it reduces
the psychological burden that makes learners passive
during the learning
process, and guarantees freedom and diversity. The mode of learning
shifts from learning by hearing to
learning by doing. Various forms of learning spaces can be built in the
metaverse transcending the limitations of physical spaces. Furthermore, the distinction between instructors and learners becomes
blurry, creating an environment
where everyone is engaged in the learning and teaching process simultaneously. This means that there is no clear
demarcation in the timing and boundaries of learning and all daily activities can turn into learning opportunities. The metaverse, which can create surreal immersive
experience, is emerging
as a viable alternative
tool that can overcome the shortcomings and limitations of the conventional
online career experiential learning
programs. The advantages of applying the metaverse in
virtual career experiential learning programs to expand the scope of experiences are as follows: First, virtual reality and career
experiential learning programs technology can be used to increase learning
effectiveness by keeping students focused and engaged. Second, an immersive class environment can be created where students
attend virtual class and ask questions through their avatars. Third, it enables the operation of learner-led career experience and
practice programs in a virtual environment
through real-time interactions, and allows students to observe how other
students are learning. Fourth, special effects can be used to create a vivid sense of
presence and allow students to create User Created Contents with various production tools. Fifth, various educational materials can be shared freely and
easily, and the presence of the physical
classroom can be created
with a voice and text chat. However, there are some hurdles to overcome as well. It is not
realistic to expect that every student
will own a VR headset and be able to use the device well. In this sense, it is
essential to develop metaverse-based
career experiential learning
programs that deliver the advantages of the metaverse as well as well-designed
interactive elements and immersive content and that can be used without
a VR headset. In the mid-to-long term, it is vital to develop an integrated metaverse-based platform that combines general career education and career experiential learning programs, which can be used not only in virtual learning but also as a supplement to offline education. New regulations and legislation are needed as well to respond to this shift in the classroom environment.
ReferencesKim, Hyun Seop (2020). “Seven Questions Regarding Blended Learning.” URL: https://eduhope88.tistory.com/431?category=412380. Education Story, May 11, 2021 (search date) Cho, Eun Soon (2020). “Untact Classes in Post Covid-19: The Roles and Challenges of Educational Technology.” Educational Engineering Research, Vol. 36 Special Issue. 693-713. Korea Educational Engineering Association |