Tom O’Sullivan Deputy CEO, ECDL Ireland / Irish

Computer Society / ICS Skills

Welcome

Agenda

• Update on past 12 months • Current projects and requests for input • Plans for next 12 months

Past 12 months

International

• ECDL/ICDL Foundation Offices – Dublin (HQ), Brussels, Kigali, Dubai, Singapore,

Panama City

• ECDL/ICDL available in over 150 countries • Over 14 million candidates • Available in 41 languages

ICS Skills

• Internal reorganisation creating a new division - ICS Foundation

• Solas and QQI • ECDL Workforce & ECDL Education • New eLearning • Reseller pilot • Equalskills Updated

Solas and QQI

Funding ECDL

• Solas has confirmed that, contrary to popular belief, they do fund non-QQI programmes

• Industry certifications are a valued contribution to skills development

• ECDL programmes – standalone, embedded, online etc are to be welcomed

• ECDL needs to be targeted and relevant, not a catch-all certification

Using ECDL to gain QQI awards

• Exemption – Certain six modules earn two exemptions at NFQ

Level 4 • Embedding

– Use ECDL to cover various QQI components at level 4 and 5

– Gives students a second, internationally-recognised award

• Enhancing – Enhance current QQI awards with additional or

updated competencies relevant to the field

Word Processing

QQI 5N1358 Word Processing ECDL Word Processing

1 Describe a typical word processing application in terms of common uses and features including - text manipulation, document formatting, graphics, tabs, tables, mail merge and label printing

Cumulation of skills in categories: 3.2 Document Creation, 3.3 Formatting, 3.4 Objects, 3.5 Mail Merge

2 Identify frequently-used toolbar icons and related functions associated with file handling and text formatting

Cumulation of skills in categories: 3.1 Using the Application 3.2 Document Creation, 3.3 Formatting

3 Create documents applying a range of text processing features including - margins and line spacing, indenting text and paragraphs, borders and shading, numbering and bullets, copying and pasting text, enhancing text 3.2.1.2 Enter text into a document

3.2.2.7 Delete text

3.2.2.8 Use the undo, redo command

3.1.1.5 Switch between open documents

3.2.1.1 Switch between page view modes

3.2.2.2 Select character, word, line, sentence, paragraph, entire body text

3.2.2.3 Edit content by entering, removing characters, words within existing text, by over-typing to replace existing text

3.3.2.2 Insert, remove soft carriage return (line break)

3.3.2.4 Align text left, centre, right, justified

3.3.2.5 Indent paragraphs: left, right, first line

3.3.2.7 Recognise good practice in paragraph spacing: apply spacing between paragraphs rather than use the Return key

3.3.2.8 Apply spacing above, below paragraphs. Apply single, 1.5 lines, double line spacing within paragraphs

3.3.2.9 Add, remove bullets, numbers in a single level list. Swtich between different standard bullet, number styles in a single level list

3.3.2.10 Add a box border and shading/background colour to a paragraph 4 Perform initial document configuration using page setup features to include - headers and footers, page numbering, paper size and orientation

3.6.1.1 Change document orientation: portrait, landscapte Change paper size.

3.6.1.5 Add, edit text in headers and footers

3.6.1.6 Add fields in headers, footers: date, page number information, file name

3.6.1.7 Apply automatic page numbering to a document 5 Use a range of proofing tools including - spell check, thesaurus, search and replace

3.6.2.1 Spell check a document and make changes like: correcting spelling errors, deleting repeated words

3.6.2.2 Add words to a built-in custom dictionary using a spell checker

3.6.2.3 Preview a document

3.2.2.4 Use a simple search command for a specific word, phrase

3.2.2.5 Use a simple replace command for a specific word, phrase 6 Apply file management facilities, including - creating files and folders, saving files in different formats, copying files an folders, renaming files, accessing file details, finding files using search facility

3.1.1.1 Open, close a word processing application. Open, close documents

3.1.1.3 Save a document to a location on a drive. Save a document under another name to a location on a drive.

3.1.1.4 Save a document as another file type like: text file, Rich Text Format, template, software specific file extension, version number.

CE4.1.1 Understand how an operating system organises drives, folders, files in a hierarchical structure. Navigate between drives, folders, sub-folders,files.

CE4.1.2 Display file, folder properties like: name, size, location.

CE4.1.3 Change view to display files and folders like: tiles, icons, list, details.

CE4.1.5 Open a file, folder, drive.

CE4.1.6 Recognise good practice in folder, file naming: use meaningful names for folders and files to help with searching and organisation.

CE4.1.7 Create a folder.

CE4.1.8 Rename a file, folder.

CE4.1.9 Search for files by properties: all or part of file name using wildcards if necessary, content, date modified.

CE4.1.10 View list of recently used files.

CE4.2.1 Select individual, adjacent, non-adjacent files, folders.

CE4.2.3 Copy, move files, folders between folders, drives. 7 Apply a range of table features including - creating tables, resizing, merging cells, inserting or deleting columns and rows, aligning text, applying borders and shading to tables and sorting table content 3.4.1.1 Create a table ready for data insertion

3.4.1.2 Insert, edit data in a table

3.4.1.3 Select rows, columns, cells, entire table

3.4.1.4 Insert, delete, rows and columns

3.4.2.1 Modify column width, row height

3.4.2.2 Modify cell boarder line style, width, colour

3.4.2.3 Add shading/background colour to cells 8 Create mailmerge and labels

3.5.1.1 Open, prepare a document, as a main document for a mail merge

3.5.1.2 Select a mailing list, other data file, for use in a mail merge

3.5.1.3 Insert data fields in a mail merge main document (letter, address labels).

3.5.2.1 Merge a mailing list with a letter, label document as a new file or printed output 9 Use markup capabilities to make track changes to documents

AM3.4.1.1 Turn on, off track changes. Track changes in a document using a specified display view.

AM3.4.1.2 Accept, reject changes in a document.

AM3.4.1.3 Insert, edit, delete, show, hide comments/notes. 10 Produce a range of different types of documents using common word processing features including - manual text formatting, applying styles, creating tables, inserting and manipulating graphics 3.3.1.1 Change text formatting: font sizes, font types

3.3.1.2 Apply text formatting: bold, italic, underline

3.3.1.3 Apply text formatting: subscript, superscript

3.3.1.4 Apply different colours to text

3.3.1.5 Apply case changes to text

3.3.1.6 Apply automatic hyphenation

3.2.1.3 Insert symbols or special characters like: ©

3.3.3.1 Apply an existing character style to selected text

3.3.3.2 Apply an existing paragraph style to one or more paragraphs

3.3.3.3 Use copy format tool

3.4.1.1 Create a table ready for data insertion

3.4.1.2 Insert, edit data in a table

3.4.1.3 Select rows, columns, cells, entire table

3.4.1.4 Insert, delete, rows and columns

3.4.2.1 Modify column width, row height

3.4.2.2 Modify cell boarder line style, width, colour

3.4.2.3 Add shading/background colour to cells 11 Print mailable documents and labels using a range of print features, to include - print preview, single and multiple copies, printing specific pages, selecting parameters and adjusting the appearance and positioning of text and graphics

3.6.2.4 Print a document from an installed printer using output options like: entire document, specific pages, number of copies

3.5.2.2 Print mail merge outputs: letters, labels

3.2.2.1 Display, hide non-printing formatting marks like: spaces, paragraph marks, manual line break, tab characters

3.6.1.4 Insert, delete a page break in a document

3.6.1.3 Recognise good practice in adding new pages: Insert a page break rather than using the Return key 12 Use a word processing application to create a file from a document template by performing all required steps including creating and storing the template, entering data, and printing and storing the file appropriately for subsequent retrieval

3.1.1.2 Create a new document based on default template, other available template like: memo, fax, agenda

13 Improve personal performance by using additional resources such as the help facility to solve familiar and unfamiliar word processing problems.

3.1.2.1 Set basic options/preferances in the application: user name, default folder to open, save documents

3.1.2.2 Use available Help functions

3.1.2.3 Use magnification/zoom tools

3.1.2.4 Display, hide built-in toolbars. Restore, minimize the ribbon

Level 5 - WP

Advanced Word Processing

Computer Essentials

ECDL Awards • Independently marked and implemented according to

strict quality assurance standards • Best practice - in-application assessments where

possible • Internationally recognised • Up-to-date, relevant and in line with market needs

and technological advancements • Highly valued by employers • Supported by a range of training options and

materials, suited to the training needs/schedule of the learner.

FET Providers

• If you believe there is confusion within your ETB about SOLAS funding for ECDL, let us know.

• Over the next few months new Directors of Further Education and Training are being appointed in each ETB

• We will be seeking meetings with each to discuss inclusion of ECDL in their FET Service Plans.

Workforce and Education

Workforce & Schools

• May 2015 - International ECDL/ICDL Forum sees launch of ECDL Workforce

• Differentiating the needs of schools and workforce development

• Schools require a broad base of competency development

• Workforce development may be more targeted and flexible

• ECDL Workforce launched in Ireland in January with new licencing models, delivery models, services and reseller opportunities

ECDL Workforce

• New licencing models – Named User Licences – Enterprise Licences

• New services (coming Summer 2016) – ECDL Compass – ECDL Webinars

ECDL Compass

ECDL Workforce

Profiles

Module selection

Rank (Schools) Module Rank (Other) Module 1 Word Processing 1 Word Processing 2 Computer Essentials 2 Spreadsheets 3 Online Essentials 3 Computer Essentials 4 Presentation 4 Online Essentials 5 Spreadsheets 5 Presentation 6 Online Collaboration 6 Using Databases 7 IT Security 7 IT Security 8 Using Databases 8 Online Collaboration 9 Image Editing 9 Image Editing 10 Web Editing 10 Web Editing

ECDL Webinars

• New webinar series launching June 1st

• 45-minute sessions every 1-2 weeks • Recorded for watching back on demand • Accessible by anyone with a current ECDL

Workforce eLearning licence

ECDL Webinars

Benefits of blended learning

• Accommodates groups studying different modules

• Less tutor time required • Only cover topics students need most help

with • Removes fear that students are “on their

own”

New eLearning

New eLearning

• ICS Foundation now developing ECDL eLearning

• Available to many now and everyone by September

• In-house development allows us be more responsive to the needs of the market

• New feature will communicate eLearning progress to .Net allowing a more sophisticated test-readiness report

New eLearning

• Support for Office 2016 on Windows 10 in August

• Possibility of (some) advanced modules later in the year if demand exists

• Ability to create new or enhanced modules tailored to Irish market e.g. DP Essentials

New Equalskills

Equalskills

• New workbooks available • Easier to implement • Easier to certify • Special offers available for centres that do

both Equalskills and ECDL

Workforce Awards Structure

Workforce Awards Structure

• Profile certificate showing all passed modules • Essentials Award Certificate for certain 4

modules • ECDL Award Certificate for 7 modules

Workforce Awards Structure

• Module Awards – each passed module • Special Purpose Awards

– ECDL Safe Worker Award for DP Essentials and Security Essentials

• Major Awards – Groups of X specified modules that meet role or

industry needs e.g. ECDL Business Administrator Award or ICS Health Informatics Award

– Groups of X modules that include one or two mandatory modules e.g DP and IT Security

What do we say on our CVs?

• “I have passed my ECDL”… no longer has meaning.

• “I have passed 5 ECDL modules and earned the ECDL Safe Worker special purpose award and the ECDL Business Administrator major award. View my ECDL profile at www.ecdl.ie/cgH123”

Tester Training

Tester Training

• Half-day event every five years • Is that sufficient when…

– Two .Net releases a year – New modules released every 1-2 years – Syllabus updates every 3-4 years

Tester Training

• Move tester training online • Dedicated webinar channel for tutors and

testers • Future workshops on blended delivery of

ECDL, new modules, new features • Require minimum amount of engagement

every year • CPD for ECDL Testers, Coordinators and

Tutors

2016-04-21-PZ

Start or update your CPD record. Email this code to cpd@ics.ie

This event earns you CPD points from the Irish Computer Society and its supported bodies.

CPD Profile

Finally

What’s coming

• 2016 – Online Awards/Profiles – New Modules – ECDL Compass – ECDL Webinars

• 2017 – 20th and 50th Anniversaries – IFIP World Conference on Computers in

Education

Summary • Schools

– switch to ICT bundles for unlimited testing and the ICS Computing Curriculum

– consider the ICT in Education module for you and your colleagues • Private Training Centres

– Reseller opportunities exist with ECDL Workforce and ICS Course Catalogue

– Consider blended-learning to reduce cost of delivery of programmes and enhance availability of less popular modules

• Further Education and Training Providers – SOLAS do fund ECDL – ECDL can be used when pursuing QQI awards

• Employers – Consider ECDL Compass for role-based competency assessment and

targeted learning and development planning

Summary

• Watch out for calls for input on – Tester Training Online – New Awards Structure – Barriers to delivering new modules – Barriers to implementing blended learning

Thank you.