GoogleTranslate Service


Presenting my contributions to TACCLE4 CPD project – Part One: Composing a short description

November 24th, 2019 by Pekka Kamarainen

At this time of the year our research institute – Institut Technik & Bildung (ITB) – is busy preparing a report for the regular meeting of our advisory board (Beirat). At he same time I am having final run to complete my contributions to the ongoing TACCLE4 CPD project. Concerning the report for the ITB Beirat, I need to prepare a short description of the project and update the list of my publications. Concerning the delivery for the TACCLE 4 CPD project, I want to get my reports published as soon as possible. At this point I find it appropriate to give a short progress report on both accounts.

Finding a role for VET research in a development-oriented project on technology-enhanced learning

In general, the praparation of short description of an ongoing project wouldn’t appear as a major challenge – in particular since there is one from last year to be updated. However, the circumstances have changed, the work in the project has moved on and the instructions for preparing the project descriptions set new accents.

Looking back at the beginning phase of the project, I was struggling to find an appropriate approach to work in the project. In general, the project design was based on the earlier three TACCLE projects that prepared handbooks an/or online resources for classroom teachers to make them fit for introducing technology-enhanced learning in their teaching. The project work had close links to parallel TACCLE courses in which teachers were trained to use digital tools and to develop their own teaching/learning arrangements. After three projects of this kind, the promoters wanted to shift the emphasis to shaping of strategies and models for continuing professional development (CPD) of teachers (and trainers) regarding their digital competences. As a distinction to the earlier projects, the fourth TACCLE project aimed to include adult education (AE) and vocational education and training (VET) as new educational sectors.

Whilst the field of VET had not been a target field in the earlier TACCLE projects, in the early phase of the Learning Layers project (and its construction pilot) we (ITB and Pontydysgu) had organised a multimedia training – similar to the TACCLE courses – for construction sector trainers. This was the point of reference for inviting ITB to join in the TACCLE4 CPD project. However, after that phase, the Learning Layers project had taken further steps in training activities, co-designing new digital tools to support vocational learning and in bringing these tools into practice. From this perspective, there was quite a lot of need to discuss, how to integrate the VET-specific challenges and working perspectives into the project. Finally, this require much more research-oriented work that was anticipated in the project design. From this perspective, the project description that was prepared for ITB Beirat one year ago, was not yet up-to-date concerning the role of VET research in the project.

Making the role of VET research in the TACCLE4 CPD project transparent

Now, when preparing the updated project descriptions we have been invited to make more transparent the research-oriented character of our projects – whether they are initiated by ITB or whether we are involved as partners. In this respect I can at best characterise the work of ITB with focus on VET as research-oriented contribution to a development project. From this point of view I can use the headings of the given template for project descriptions.

Problem statement: The successful work of three TACCLE projects to promote digital competences of teachers required a follow-up project to shape strategies and models for continuing professional development (CPD). The aim to cover a wider range of educational sectors made it necessary to launch specific research-oriented activities to cover the field of vocational education and training (VET).

Goal-setting: The aim of the VET-specific research activities is to raise awareness of the relations between digital transformation in working life, prospects for digitization in education and training and on the possibilities to develop proactive vocational learning arrangements.

Research approach: The set of VET-specific research activities has consisted of the following analyses and field studies:

  • Policy analyses: Here the task has been to give an overview on different national, regional and local initiatives for promoting digital competences in the field of VET. Also, these analyses have given insights into the European DigCompEdu framework and the German framework study “Berufsbildung 4.0”.
  • Revisiting the legacy of predecessor projects and examining newer R&D projects in VET: Here the main thrust has been to describe the evolution in the predecessor projects regarding the shaping of digital learning cultures – and implications for updating the training approaches. In this context impulses from newer R&D projects in VET have been discussed.
  • Analyses on the use of Open Educational Resources (OER) in VET: Here the task has been to make transparent the uses of in the context of vocational learning arrangements and for empowering vocational learners.
  • Drawing conclusions for flexible CPD approaches in VET: Here the task has been to revisit the “Theme Room” training model that was used in the Learning Layers project and to reshape a future-oriented approach.

Results: The results of the work of ITB will be presented in five reports: Report 1 – Policy analyses; Report 2 – Examination of prior and parallel projects; Report 3 – Analyses of OER in VET; Report 4a – Research paper on conclusions; Report 4b – Revisited Theme Room training concept.

I guess this is enough for the short description. In my next post I will discuss the three reports that I have completed so far.

More blogs to come …

Leave a Reply

  • Search Pontydysgu.org

    News Bites

    Skills Gaps

    A new report by the Learning and Work Institute for the Local Government Association (LGA) finds that by 2030 there could be a deficit of 2.5 million highly-skilled workers. The report, Local Skills Deficits and Spare Capacity, models potential skills gaps in eight English localities, and forecasts an oversupply of low- and intermediate -skilled workers by 2030. The LGA is calling on the government to devolve the various national skills, retraining and employment schemes to local areas. (via WONKHE)


    Innovation is male dominated?

    Times Higher Education reports that in the UK only one in 10 university spin-out companies has a female founder, analysis suggests. And these companies are much less likely to attract investment too, raising concerns that innovation is becoming too male-dominated.


    Open Educational Resources

    BYU researcher John Hilton has published a new study on OER, student efficacy, and user perceptions – a synthesis of research published between 2015 and 2018. Looking at sixteen efficacy and twenty perception studies involving over 120,000 students or faculty, the study’s results suggest that students achieve the same or better learning outcomes when using OER while saving a significant amount of money, and that the majority of faculty and students who’ve used OER had a positive experience and would do so again.


    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • “Top universities ‘not being chosen by low-income students’” gu.com/p/d6f3y/stw

    About 10 hours ago from Cristina Costa's Twitter via Twitter Web Client

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events