In my previous post I reported on my participation as a guest in the project meeting of the TACCLE VET project. As I mentioned, this project focuses on  promoting digital competences in the field of vocational education and training (VET). The  parallel project TACCLE 4 CPD (in which I am working) is developing models of continuing professional development (CPD) for different educational sectors. My task is to analyse and develop CPD models that are appropriate for the field of VET. As I have reported in my previous post, we found a lot of common points of interest and working perspectives. In this post I will have a closer look at the common themes and working interfaces.

Critical interpretation of the European DigCompEdu framework

The proposal for the TACCLE VET project had given a major role for the DigCompEdu framework and stated that the project seeks to extend it to the field of VET. The policy analyses of the TACCLE 4 CPD provided a somewhat more critical interpretation of the DigCompEdu framework. During the discussion the following points were made:

• In general we all appreciated the framework and its integrative approach to bring together teachers’/trainers’ professional competences, digital competences and pedagogic competences – in order to empower learners.
• We also appreciated the approach to develop a progression model for promoting digital competences and to formulate proficiency statements for different competence areas and levels.
• However, the framework tends to focus on educational subjects or academic disciplines and take the digital competences as add-on aspects for enriching pedagogy and subject-based learning. Moreover, the progression ladder tends to atomize the promotion of competences.
• Concerning VET it is important to take into account developments in working life and in education/training to create an appropriate picture on the needs for promoting digital competences.
• Concerning VET providers it is essential to focus on holistic solutions for promoting digital competences in specific occupational fields and at the level of the whole organisation.

Consequently, the idea of ‘extension’ of the framework required also critical interpretation and adaptation in the light of specific requirements and working perspectives for the field of VET. Yet, as mentioned in the previous post, the competence areas andthe  proficiency statements provide an essential basis for developing evaluation tools. Below I try to recapitulate my points that outline, how to proceed with such adaptation.

Digital transformation and digitization as challenges for VET

A major point to be considered in the field of VET is to observe the two parallel processes:

• The ‘digital transformation’ has an impact across work organisations, production processes, supply networks and service networks. These macro-level developments provide challenges for the role of skilled workers and for the redistribution of working and learning opportunities.
• The ‘digitization’ at the level of working and learning tasks has an impact on the prospects of vocational learners to respond and to contribute to the macro-processes that have been mentioned above. However, this varies in different occupational fields and in different education/training contexts.

Innovation paths for promoting digital competences in VET

The set innovation paths that I had outlined in my research paper for ECER 2019 – and then as an adapted version in my presentation for the Athens meeting – try to take the above-mentioned  processes and different VET domains into consideraration. Below I will summarise the paths and their key characteristics briefly:

• The “CARO path” refers to use of digital learning spaces to support interactive learning in nursing education and across the whole curriculum. This path stands for ‘whole curriculum’ solutions and for sensitive learning contexts.
• The “Learning Toolbox path” refers to use of an integrative digital toolset to support project-based training and learning in VET. This path stands for the introduction of flexible toolsets that promote transparency and awareness of structures learning processes.
• The “innowas path” refers to introduction of specific digital tools or software solutions to enhance the learners’ awareness of their experiential learning and/or to make transparent the hitherto non-transparent work processes.
• The “smart OER users’ path” refers to initiatives in the field of VET that combine the use of OER, related digital tools and open access materials in the shaping of creative learning environments.

As I have mentioned in my previous post, the innovation paths were taken into account when the TACCLE VET partners extended their list of possible learning scenarios and related OER solutions.

The Routemap document as a strategic tool

Finally, it is worthwhile to note that the Routemap tool (that is being developed in the TACCLE 4 CPD project) has shifted the emphasis from the digital competences of individual learners to the ICT capability across the organisation. Also, it has aggregated the set of competence level to fewer levels – initial, e-enabled, e-confident, e-mature. Furthermore, the tool has formulated organisational proficiency statements for the organisational planning – how to enhance the ICT capability – and for the related training measures – what level do we want to reach.

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I think this is enough of the Athens meeting and on the ideas and further thoughts that we shared. Now it is time to work further to make the best out of both projects working together.

More blogs to come …

Last week I had the chance to participate as a special guest in the project meeting of the TACCLE VET project. This neighbouring project focuses on the prospects for promoting digital competences in different domains of vocational education and training (VET). I am working in the parallel project TACCLE 4 CPD with the task to develop models of continuing professional development (CPD) for the field of VET. At this phase of work we found it important to share knowledge with each other and find ways to work together (instead of duplicating each others’ work). So, I attended the two-day meeting in Athens to learn more of the work of the colleagues and to report of my interim results. We had a very productive meeting that merits to be covered with several blog posts. In this first post I give an overall impression on the work in the TACCLE VET meeting. Below, I give – from a guest perspective – a nutshell description of some of the themes that were discussed in the productive and creative meeting. (See below the picture that was taken at the end of the meeting.)

Interviews with practitioners in different VET domains

The project partners had already completed their interviews with VET practitioners in different domains. Jorge Lizandra presented the general picture in the light of the interview results. In this context it was important that the project focused on enhancing the digital competences in different aspects of teachers’ work – contexts, resources, pedagogy and assessment. Here, the partners paid attention to their common approach to visualising the results in such a way that different domains and country-specific VET cultures can be compared. Also, the partners paid attention to the fact that the use of digital tools in assessment was underdeveloped. In this context there was some discussion, how the proficiency statements of the DigCompEdu framework can be used as a basis for assessment tools. (This issue will be discussed also in the next post.)

My report on interim results in the TACCLE 4 CPD project

In my report on the neighbouring project TACCLE 4 CPD I informed of the policy analyses, on the research paper for the ECER 2019 project, on the emerging ‘Theme Room training” handbook and on the Routemap for planning the training of teachers and trainers. Concerning the policy analyses, we had some discussion on the DigCompEdu framework and its limits vis-à-vis the field of VET. Here, the concepts ‘digital transformation’ (in working life) and ‘digitization’ (in working and learning tasks) played a role. My report on the ECER 2019 conference contributions brought into picture a set of parallel innovation paths in promoting digital competences in VET. Concerning training of trainers, I reported on the piloting with the ‘Theme Room’ training model in the Learning Layers project (in the year 2015) and how this approach is being updated. Concerning the Routemap, I took up the sections for institutional planning of updating/upgrading digital competences and for shaping the corresponding training measures. These aspects were taken up several times when discussing the subsequent points of the agenda. (I will get back to some of these discussions in my next post.)

Plans to shape Learning scenarios, Open Educational Resources and Exemplars of Best Practice

When discussing the subsequent themes,the partners noticed that they can be linked to each other more closely that they had thought originally. The learning scenarios had firstly been thought as more generic and transversal themes. In the light of my presentation the partners concluded that the innovation paths should also provide a basis for scenarios.

In the next phase, the partners concluded that the scenarios can be used as anchor points for presenting a collection of Open Educational Resources (OER) and as Exemplars of good practice. From this point of view the partners drafted a list of potential scenarios – taking into account the interviews in different domains, the propsed transversal themes and the innovation paths that I had presented. (I will get back to some of these discussions in my next post.)

Training of teachers and trainers

Concerning the theme ‘training of teachers and trainers’ we concluded that the TACCLE VET partners have access to different patterns of teacher education, training of trainers and continuing professional development – including online training. From this perspective the partners can provide evaluative feedback. Concerning the TACCLE 4 CPD project, it will provide a ‘handbook’ for training with Theme Rooms and take into account the patterns studied by the TACCLE VET partners.

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I guess this is enough on the key points and on my impressions on the meeting. The partners have produced more detailed minutes for their internal use. In my next post I will have a closer look at some of the themes and on the collaboration between the two projects in the next phase.

More blogs to come …

With my previous blog I started a series of blog posts with which I try to wrap up my experiences with the ECER 2019 conference that took place earlier this week in Hamburg, Germany. In my first post I focused on the Opening session of the VETNET program at the conference. I also gave some background information on the VETNET network and its role in the umbrella organisation EERA and its contribution to the ECER conferences. This post focuses on the sessions that discussed the current TACCLE projects – the one in which I am working (TACCLE4 CPD) and the neighbouring project (TACCLE VET).

Presenting the TACCLE 4 CPD project at ECER

I have already blogged about my preparation for the ECER 2019 conference in an earlier post. Now it was the time to present the message that I had prepared and to link it to the discussions in the conference. As I had mentioned in the earlier blog, the title of the paper was “Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training”. The paper and the presentation focused on our work in the ongoing EU-funded project TACCLE 4 CPD. This project was mainly based on earlier projects that worked with teachers and promoted their competences to use digital tools and web resources in teaching (the TACCLE1, TACCLE2 and TACCLE3 projects). Concerning the field of vocational education training, the Learning Layers project could be seen as a similar predecessor project. BUT now the challenge for the TACCLE4 CPD project was to develop models for continuing professional development (CPD) – to enable schools and training providers to shape their own training.

For me the main challenge was to link this approach to current developments in the field of VET – to digital transformation (in work processes and occupations) and to digitization (at the level of working and learning tasks). From this perspective I introduced four  parallel innovation paths regarding the focus on ‘whole curriculum’ solutions vs. introduction of particular approaches and new learning arrangements. As further illustration of my analyses and the resources I had used, I prepared an ePoster powered by the Learning Toolbox (see below).

During the conference I noted that some presenters introduced cases that also served as examples of the innovation paths that I had presented (see my next blog). Also, some presenters had done similar fieldwork on the role of trainers and had come to similar conclusions (see also my next blog). This was very rewarding and we were happy to share ideas. Here the fact that I had prepared the ePoster and that it could be accessed via mini-poster with QR-code (embedded into my presentation) and via direct link was very helpful.

Discussions on the neighbouring project TACCLE VET

In a further session my colleagues Graham Attwell (Pontydysgu), Fernando Marhuenda (University of Valencia) and Ludger Deitmer (ITB, University of Bremen) presented the work of the neighbouring project TACCLE VET.

Graham outlined a bigger picture of digital and ecological transformation in working life and possible implications for work, technology and occupations. He then continued to the work of UNESCO and the Joint Research Centre (JRC) of the European Commission to outline perspectives for promoting digital competences of educators. In particular he referred to the DigCompEdu framework of the JRC. Whilst these frameworks are in many respects helpful, they are very generic. From this point of view the project was doing fieldwork to get closer to the reality of vocational teachers and trainers.

Fernando continued by introducing the approach to fieldwork – the focus of different partners on their selected sectors and the mapping of interview partners’ digital competences. Based on the interviews the project is developing a framework that focuses on teachers’ competence areas – curriculum, pedagogy, resources and assessment. In this respect the project tries to develop a holistic and well-grounded view on promoting teachers’ digital competences.

Ludger gave specific insights into the challenges for promoting digital competences in the dual system of VET – with multiple learning venues (enterprise, school and intermediate training centre) and different actors. He illustrated this picture with results from a recent apprenticeship survey carried out by the trade union IG Metall in Bremen. This survey brought into picture gaps and shortcomings in teaching and training and a backlog in digitisation. As a contrast he then presented interim results from his interviews with vocational teachers and trainers who served as promoters of innovation in their organisations.

Here, in the discussion we could notice a complementary relation between the two TACCLE projects and their emphasis on innovation paths and addressing the competence areas of teachers and trainers. Also, when discussing the role of Open Educational Resources (OER) we noticed that a major need for training is related to copyright issues and to licensing. Whilst the tightened copyright rules are making teachers scary about using external resources, there is lack of knowledge on OER, different licenses and Open Access materials. From this perspective both TACCLE projects should address these issues.

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I think this is enough of these sessions. In my next post I will discuss the sessions that gave me direct impulses for my work in the TACCLE4 CPD project.

More blogs to come …

In my previous post I wrote about preparing for the forthcoming ECER 2019 (beginning of September in Hamburg). For a conference of educational researchers one needs to work with research papers and related presentations – that is obvious. However, later in the Autumn I will have two TACCLE project meetings for which I have had to prepare from another perspective. The two parallel TACCLE projects are working to promote digital competences of practitioners. The TACCLE-VET project focuses directly on teachers and trainers in the field of vocational education and training (VET). The TACCLE-CPD project shapes models for continuing professional development (CPD) in different educational sectors (general education, adult education, VET). I have been working only in the latter project – but as responsible for the sector of VET. Now, at this point, it is high time to share experiences between the two projects and to present some interim results for the neighbouring project.

To be sure, I have worked a lot and produced a lot. That all has contributed to the research paper, powerpoint presentation and ePoster (as a wider digital resource). BUT now it is necessary to prepare materials that support continuing professional development of practitioners – teachers and trainers – and related planning in their organisations. Indeed,  I have written of  challenges with digital learning culture and on different innovation paths – that all gives food for thought. But now it is not just about delivering text and presenting it in attractive packages. What is also needed, is the inspiration and encouragement to take new challenges and try something hitherto unknown. And it is this spirit that I hope that we can grasp from our predecessor projects – the earlier TACCLE projects and the Learning Layers – and their training activities. Below I want to illustrate this with two videos.

Training in TACCLE3 project – Brussels meets Dillingen

The video “Unplugged coding in Dillingen” gives an impression, how three TACCLE trainers engaged the participants during their training visit. With such an approach the working with digital tools is brought into lived practice. (Many thanks to Angela Gerrard for sharing this video! And our deepest respects to Jenny Hughes who played an important role in this event as well!)

Putting digital competences into practice after Multimedia training – the Carpenters’ blog takes off

The other video demonstrates, how a full-time vocational trainer (working in a training centre of construction sector) made rapid use of his newly acquired digital competences. In a couple of weeks after the training session he had developed a remarkable resource base powered by a WordPress blog. In the Learning Layers project this was a major step forward in developing digital learning culture.

In both videos we can sense the joy of learning and of becoming owner of one’s new competences. In the Learning Layers project this interim phase was crucial to push the co-design process further – to the phase in which the Learning Toolbox (LTB) became a toolset for trainers and learners.

It is this creative spirit that we want to promote with our projects. Let us see what we can achieve in the coming time.

More blogs to come …

The period before and after the summer holiday is usually characterised by preparation for conferences. For me, the highlight of the conference season is the annual European Conference on Educational Research (ECER), organised by the European Educational Research Association (EERA). The ECER 2019 will take place in Hamburg, so not that much travelling from Bremen. But this conference will be something special, since I will go on retirement in the year 2020. So, the tradition of participating in ECER conferences – that started in 1992 and continued regularly since 1996 – it is coming to an end. But, let us leave the memories to a later date! At the moment I am busy preparing my/our contributions for the conference. So, let us have a look, what is going on!

Conference paper and VETNET proceedings

This year I am contributing with only one submission – a joint paper with Angela Gerrard (Pontydysgu) and my former ITB-colleague Werner Müller (now representing stack.services). The (modified) title of the paper is “Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training”. This paper focuses on our work in the ongoing EU-funded project TACCLE 4 CPD. As the acronym tells, it is based on the work of prior TACCLE projects.  These have prepared teachers’ aids for creating (digital) content for (web-based) learning environment. The challenge for the current project was to shift the emphasis from direct teacher training to shaping models and patterns for continuing professional development (CPD). And, with this task the project is looking at different educational sectors – including vocational education and training (VET).

The paper gives insights into the development of the TACCLE approach through different projects and changes in working patterns (working with hard copy handbook, shifting to different subject areas and shaping parallel online resources). As a another root project the paper presents the work of the Learning Layers project (co-design of digital tools to support vocational and workplace-based learning). Based on these backgrounds the paper reflects the transition to digital learning culture in the field of VET – including risks, opportunities and hurdles. Taking into account different VET-specific challenges the paper outlines three exemplary ‘Innovation paths’, how to to introduce digital learning culture into vocational curricula and learning arrangements. Then – concerning the promotion of digital competences of teachers and trainers – the paper discusses the European DigCompEdu framework and the local “Theme Room” training model that was developed in the Learning Layers. Altogether, the paper gives a picture, how VET research can contribute to a development-oriented project.

This year – once again – the coordinators of the VETNET network of EERA have invited us to submit out papers before the summer holiday so that they can edit the VETNET proceedings by the conference. This has put us under pressure (to finish the papers before the holiday period) but finally it is rewarding to receive the proceedings by the conference.

Conference presentation and the ePoster

After the summer holiday I have done some other work for the TACCLE 4 CPD project (to be covered in another blog post) and then prepared the conference presentation. This has helped me to take some further steps in the conclusions. However, the major effort was not so much the traditional powerpoint presentation but the ePoster, powered by the Learning Toolbox (LTB).

Last year, before the ECER 2018 in Bolzano/Bozen we had a mini-project of the VETNET network (supported by EERA) to explore the use of ePosters in the VETNET program of ECER. Together with the LTB-developers we arranged that the authors delivered their poster contents via LTB-stacks and used them to present in the VETNET ePoster session. Also, we had a general introductory session for other EERA networks (see my blogs of September 2018). This year we couldn’t continue in the same way but I wanted to keep the idea alive and add new content to the EERA showcase of ePosters. Therefore, I prepared a new stack to present the powerpoint, the full paper and other supporting resources.

This ePoster can be accessed directly via its web link or via the QR-code of the related mini-poster, see below:

So, this is how I have been preparing our contribution to the ECER 2019 together with my co-authors and supported by the LTB-developers. We are looking forward to the conference in Hamburg in a short while.

More blogs to come …

With my two previous blog entries I started a series of posts with which I have linked my work in our EU-funded TACCLE4-CPD project (with focus on vocational education and training (VET))  to the work of other partners in other educational sectors (general education, adult education). As a starting point I presented  the Four-Step Model of the TACCLE4-CPD project that was developed in the recent project meeting in Bucharest. I found this model very helpful for finding and developing strategies to promote digital competences.  In my second post I discussed, how the model can be adapted to the field of VET. In this post I referred to different strategic options for promoting digital competences in the context of vocational learning arrangements. In this post I will illustrate them in the light of my interviews. Below I will firstly recapitulate my starting point and then discuss four parallel innovation paths.

Strategic options for promoting digital competences in vocational learning arrangements

As I mentioned in my previous blog, there are different options for linking the introduction of digital tools (and enhancement of digital competences) to the development of vocational learning arrangements. Below these options will be discussed as parallel innovation paths:

1) In some cases the main thrust of innovation is the shaping of a new curricular framework for a new occupation or occupational field. In such contexts the introduction of digital tools and web resources is adjusted to the curriculum processes.

2) In other cases the main thrust of innovation is to introduce integrative toolsets that provide tools for managing training and learning processes and provide access to web resources. In such contexts the use of the tools supports the curriculum implementation.

3) In some cases innovation projects are launched to shape off-the-job learning arrangements to support work process -oriented learning arrangements at workplaces that do not provide opportunities for learning alongside working. In such contexts the main thrust of innovation is to shape a simulated or virtual learning arrangement that makes the real work process accessible for learning.

4) In some cases the starting point of the innovation is the enrichment of ‘ordinary’ vocational learning arrangements by introducing digital tools and web resources to support action-oriented learning. In such cases the innovations can be limited to particular occupational fields or they can be promoted across different domains.

Illustrations of different innovation paths

Below I will present specific projects or innovative approaches that can be considered as exemplary cases for particular innovation paths. All these cases have been described in my overviews on parallel projects or in my recent interview reports (see also my earlier blogs).

1. The “Kompetenzwerkstatt” path: The Kompetenzwerkstatt project tradition grew from vocational curriculum development projects in which the project team mobilised vocational teachers and trainers to analyse their occupational field and to shape curriculum structures. Later on, the project tradition was enriched with digital tools for managing learning situations, checking prior competences and presenting learning achievements. In the current phase the Kompetenzwerkstatt approach is being implemented in an occupational field that is developing holistic curriculum structures for initial and continuing training (the occupations for sanitary, heating and air-conditioning technologies).
2. The “Learning Toolbox” path: The Learning Toolbox (LTB) was developed as the main product of the EU-funded innovation project “Learning Layers” and its Construction pilot. After a complex iterative process the partners involved in the Construction pilot developed an integrative toolset to support vocational and work process -oriented learning. From the trainers’ and apprentices’ point of view it was essential that the toolset supported a holistic view on working and learning tasks and a culture of self-organised learning.
3. The “Brofessio” path: The Brofessio project was launched to support work process -oriented learning processes in such industries in which it is not possible to provide learning opportunities alongside working. In particular this is the case with sealed processes with major time constraints. For such industries the Brofessio project developed the concept of agile learning – based on SCRUM project management techniques, inquiry-based learning strategies and interactive learning culture. Thus, the learning arrangements were organised as a series of learning sprints with key questions and with responsible coaches. In such an approach the use of digital tools and web resources is dependent on the policies of the partner enterprise.
4. The Smart OER-users’ paths: The fourth type doesn’t refer to a major project but instead to parallel initiatives of responsible teachers and trainers.  The key point is to integrate the use of domain-specific Open Educational Resources into vocational learning arrangements. Due to the pattern variance it is more appropriate to to refer to paths (in plural) rather than to a single path. Also, it is worthwhile to highlight the creativity of the users in finding the appropriate learning resources (rather than celebrating the existing OER communities and their products).

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I think this is enough of this topic. I am aware that I have only presented a rather vague outline and I have to do some further work with this theme. Yet, I believe that the above presented set of innovation paths is important for the efforts to develop continuing professional development for vocational teachers and trainers. In particular it is important when we try to get a deeper understanding on the role of digital tools and web resources in vocational learning contexts.

More blogs to come …

With my previous blog entry I started a series of posts with which I try to link my work in our EU-funded TACCLE4-CPD project (with focus on vocational education and training (VET))  to the work of other partners in other educational sectors (general education, adult education). As a starting point I presented  the Four-Step Model of the TACCLE4-CPD project that was developed in the recent project meeting in Bucharest (in which I couldn’t participate). I found this model very helpful for finding and developing strategies to promote digital competences.  However, my critical point was that it focused primarily on schools, adult education providers and (general) educational authorities. In this post I will discuss, how the model can be adapted to the field of VET. Below I will follow the steps and make some comments from the perspective of VET.

The starting point: The education and training contexts in the field of VET

As I have mentioned, the Four-Step Model has been developed to support school managers, adult education providers and educational authories – to promote the digital competences of teachers. When shifting the emphasis to the field of VET, it is essential to take into account education and training partnerships between vocational schools, enterprises and intermediate training centres. In such contexts the schools are contributing to the enhancement of digital competences together with the other partners. Moreover, the introduction of digital tools for learning is part of the enhancement of digital competences in the occupational domain.

Identifying policies: educational, occupational and wider societal perspectives

When discussing with my interviewees in the field of VET I have come to the conclusion that there are multiple policies that have an impact on promoting digital competences in the field of VET. In this context it is worthwhile to mention government policies at the national (federal), regional (federal state), sub-regional and municipal level. In addition there are public innovation policies and sectoral stakeholder -led initiatives as well as local partnership-oriented initiatives. From this perspective it is appropriate to look at the VET-specific policy constellations that are being followed.

Identifying strategic initiatives and shaping action plans

In addition to the above-mentioned diversity, it is worthwhile to consider, what kinds of strategic initiatives are available for enhancing digital competences in the field of VET. From the perspective of curriculum design/development it is possible to specify the following options:

• Introduction of vocational curricula to new occupational domains or reshaping the existing training with a new (whole curriculum) approach;
• Enrichment of existing vocational learning arrangements with integrative digital toolsets;
• Enrichment of particular vocational learning arrangements with domain-specific digital tools and web resources;
• Incorporation of simulated learning opportunities into workplace contexts that do not provide opportunities for on-the job training.

In the light of the above, the educational actors can have very different starting points and strategic options.

The role of a “Routemap” and a “TACCLE handbook” in the field of VET

Considering the above presented comments, it is appropriate to take a closer look at results of the interviews with teachers and trainers and with the working perspectives that they have outlined. Once this has been completed, it is possible to discuss, how these products can be adapted to the field of VET. In my next blog post I will take a first step towards interpreting the findings from my interviews in terms of ‘innovation paths’.

More blogs to come ...

In my recent posts I have reported of my fieldwork for our EU-funded TACCLE4-CPD project. The aim of this project is to develop training models and pedagogic approaches to promote digital competences of teachers and trainers in different educational sectors. In my blog posts I have mainly emphasised the specific characteristics of my work that focuses on the field of vocational education and training (VET). With this series of posts I will try to link my work to the general framework of the project and to the work of other partners in other educational sectors (general education, adult education) and with school-based learning. The starting point is provided by the Four-Step Model that was developed in the recent project meeting in Bucharest (in which I couldn’t participate). In this first post I will present the outline of the model (as it was explained to me afterwards) and how it can be applied in schools and adult education providers. In the subsequent blogs I will discuss, how the model can be adapted to the field of VET and to my recent findings in the fieldwork.

The Four-Step Model for finding/developing strategies to promote digital competences

The Four-Step Model for finding/developing strategies was shaped in the project meeting in Bucharest, when the TACCLE4-CPD partners had workshops with interested schools. When analysing the experiences of the workshops the partners came up with the model that is visualised below.

Figure 1: The Four-Step Model for finding/developing strategies to promote digital competences in educational contexts (credit to Graham Attwell and Angela Gerrard)

As we see, the left hand side presents the process steps with key questions and related options, how to proceed. In the middle we see the reference materials that can be used in the process. And on the right hand side we see the underlying questions that clarify, where the questions and answers lead us.

My interpretation of the four-step model (as it stands now)

As I read this model, it speaks out to school managers, educational authorities and curriculum developers. They are challenged to consider, whether their organisation(s) is/are following a policy for promoting digital competences. In this respect they are advised to inform themselves of the European DigCompOrg frameworks (prepared by the Joint Research Centre (JRC) of the European Union). In the next phase they are challenged to consider their strategic approach in terms of action plans and needs analyses. Here they are advised to have a closer look at the DigComgEdu framework (also by JRC) for specifying their strategic orientation. Then, in the next phases the model invites to discuss, how continuing professional development (CPD) can be organised and delivered. Here the model refers to  earlier TACCLE resources (Routemap) and to the new Handbook that is being prepared for the TACCLE4-CPD.

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As I see it, this model suits very well school-based educational contexts. However, when we discuss the field of VET, we are dealing with a more complex policy environment and institutional/organisational landscape. Moreover, we are dealing with diversity of learning venues (schools, enterprises, intermediate training centres) and with domain-specific characteristics (different occupational fields, different production and service contexts). Therefore, it is appropriate to discuss the Four-Step Model in the light of these challenges. That is the task for my next blog post in this series.

More blogs to come …

In my previous post I reported of a field visit to regional training provider organisations with a prominent delegation from Namibia. I joined the group partly because I needed to arrange meetings with vocational teachers and trainers from both organisations. With the help of these meetings I wanted to revisit the materials from the training activities of the EU-funded Learning Layers project (2012-2016). My aim is to develop with a future-oriented training concept for promoting digital competences of teachers and trainers in vocational education and training (VET).  With the trainers in the training centre Bau-ABC I can refer to our shared experience in implementing training schemes during the Learning Layers project and to the introduction of the digital toolset Learning Toolbox (LTB). With teachers of BBS Wildeshausen I was interested of other pedagogic solutions and of the use of Open Educational Resources (OER). These all should be taken on board when preparing the support materials for developing continuing professional development (CPD) to promote digital competences of teachers and trainers in the field of VET.

When listening to the contributions of the teachers and trainers during the field visit I got more and more convinced that such materials should not be shaped as overarching ‘encyclopedia’ of digital tools, web resources and mobile apps. Also, I understood that the materials should not be written in the style of cookbooks with ready-made recipes. Instead, they should be well-selected and contextualised exemplary stories that inspire the readers to find their own solutions.  And these solutions should give a picture, how to use appropriate toolsets and web resources for the respective vocational learning environment. Also, these materials should open the perspective to using digital tools and web resources from the initial steps to first strategic choices and to wider use of tools, resources and complex teaching-learning arrangements.

From this perspective I started to outline an updated and extended training model based on the “Theme Room” metaphor that we used in the Learning Layers project. The ‘theme room’ can refer to a physical space or to a virtual space that has been made available for a selected theme and for a flexible time frame. Once the participants have completed the learning tasks and checked themselves out, the theme rooms can be furnished with other themes. That was the original idea.

Below, inspired by the impulses from the field visits I would like to outline a rough draft for an updated “Theme Room” structure:

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I guess this is enough for a rough structure. As I said, this should not be seen as a basis for a ‘cookbook’ or for a ‘product catalogue’ but as an introduction to explorative learning in order to find one’s own solutions and in order keep oneself on track with new developments. This is the challenge – there is work to be done in the meetings with teachers and trainers.

More blogs to come …

This week our institute – Institut Technik & Bildung (ITB) of the University of Bremen – has hosted a study visit of a prominent delegation from Namibia. This study visit is part of a cooperation process that has been started with smaller steps and now there is an ongoing discussion, how to deepen the cooperation. As I have not been involved in these discussions I leave it to my colleagues and to the Namibian authorities to find the bast ways forward.

As a part of their program the delegation visited on Tuesday two interesting organisations in the nearby region. With the training centre Bau-ABC I had had active cooperation for many years in the EU-funded Learning Layers project. But in the follow-up phase I had only had a chance to make some occasional visits. As a contrast, I had not visited the vocational school BBS Wildeshausen before. Instead, I had had several conversations with one of the teachers who is also working in several projects of our institute. By joining the study visit group on Tuesday I had a chance to catch up with newer developments in Bau-ABC and to get live impressions from BBS Wildeshausen (of which I knew only via our talks in Bremen). Below, I will give a brief account of the visits in both places. In my next post I will outline some conclusions for my work in the ongoing EU-funded project TACCLE4-CPD.

Visiting the training centre Bau-ABC Rostrup

At the training centre Bau-ABC Rostrup the delegation was interested in finding out, how such an intermediate (industry-supported) training centre has been embedded into the dual system of vocational education and training (VET). Here, the representatives of host organisation were able to give a picture of the mutual agreement of the Social Partners (employers’ confederations and trade unions) that such an intermediate learning venue was necessary in the construction sector. Likewise, they could explain funding arrangements and the organisational setting via which the industry and the craft trade companies were supporting the training centre. In addition, the visitors got a picture of the role of the training centre at different phases of apprentice training. Finally, the visitors got insights into the continuing vocational training (CVT) that provide a vocational progression route to managerial qualifications in the construction sector.

During our round tour at the workshops and outdoor training areas we could see, how the pedagogic ideas were put into practice.  We got impressions of apprentice training via holistic occupational work processes, of learners’ rotation from major learning areas to supporting areas and of the patterns of self-organised learning. In particular we had a chance to see, how a digital toolset (the Learning Toolbox) was used in delivering instructions and collecting apprentices’ project reports. Here we could see that  results of the EU-funded Learning Layers project were actually used to support training.

Visiting the vocational school BBS Wildeshausen

The second part of the visit was somewhat different, because only some teachers of the BBS Wildeshausen were present (the school holiday period had already started). Yet, we had a good possibility visit the integrated vocational learning facilities of different occupations. In Wildeshausen the school architecture had abolished the separation of classrooms, workshops and laboratories and instead provided integrated spaces. This was already a great support for integrating theoretical and practical learning. Yet, the major innovations that were presented to us were in the pedagogic sphere.

When describing the learners’ projects the teachers drew attention to the role of real occupational tasks and to controlling the quality by the learners themselves. Moreover, some projects engaged the learners in constructing devices that were needed in their training or in manufacturing products that could be used in the training. In the agricultural and automotive workshops we saw vehicles that had been constructed by nearby industries to make the functioning of the machinery more transparent (and to give easier access for diagnostic measures and repair work.

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I guess this is enough of the observations during the field visit. The visitors from Namibia were very impressed and inspired. Since they were in a process to start new cooperation activities, the visit gave a lot of food for thought. As for me, I had joined them to make appointments with Bau-ABC trainers and teachers in BBS-Wildeshausen to discuss the next phase of my work in the TACCLE4-CPD project. And in this respect this was a very productive and helpful field visit. I will discuss my ideas and interim conclusions in my next post.

More blogs to come …