Using career learning theory to inform the design and evaluation of ICT based CEIG services

Abstract

Careers professionals are increasingly making decisions about whether and how to use the volume of new technologies available in the services they offer. This article is derived from a project which asks how theories about how people learn about careers, can be used to provide a theoretical underpinning to the design and evaluation of ICT based careers interventions. A critical comparison of career learning theories is used to propose a framework for careers professionals designing ICT-based careers interventions. With such a range of ICT-based services already on offer, an approach to evaluating the effectiveness of these interventions using learning outcomes is also proposed.