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.

—

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 …

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).

—

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 …

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.

—

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 …

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.

—

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 …

With my previous posts I have started a series of blogs that present my contributions to our ongoing TACCLE4-CPD project. In this project we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my first post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). In the second post I presented my starting points for revisiting our predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

In this post I want to present a summary of my results – conclusions for future-oriented training (with emphasis on the field of VET):

“Looking back at the project histories (of the predecessor projects) it becomes clear that the project teams have been able to ‘hatch out’ of the original scripts and face challenges that were not anticipated in the proposed work plans. Therefore, it is appropriate to consider the past training concepts as impulses for a future-oriented training approach – instead of taking them as ready-made models to be replicated. In particular this is important when discussing the value of the legacy of prior TACCLE projects and the Learning Layers project for future work in the field of VET.

From this perspective it is worthwhile to pay attention to the following differences between the training concepts in the early TACCLE projects and the Learning Layers project (and its Construction pilot):

• For the TACCLE projects the key instruments for promoting the teachers’ digital competences have been the TACCLE handbooks. The TACCLE courses have been closely linked to the preparation of the handbooks and to use of their contents.
• For the Learning Layers project (and its Construction pilot) the key instrument for promoting trainers’ and apprentices’ digital competences has been the digital toolset Learning Toolbox. The training campaigns that were implemented in earlier phases of work have served as preparatory phases. However, when looking at future-oriented training for trainers, the role of such toolsets as support for vocational and work process -oriented learning needs to be taken into account.

In addition to the above-mentioned points it is necessary to consider the twofold meaning of ‘digital competences’ in the context of VET. As has been emphasised in recent studies (see Sloane et al. 2019 and Gessler & Ahrens 2019), this concept refers to mastery of ‘digitisation’ at the operative level and to mastery of ‘digital transformation’ at the level of work processes at organisational level (and across production, supply and service networks).

From this perspective it is appropriate to revisit the ‘theme room’ approach from the perspective of bringing together different training impulses and addressing different training needs with the help of different instruments to promote training and learning.

Here, it is possible to build upon the success factors of the TACCLE and Learning Layers projects. Yet, it is necessary to take into consideration critical issues and challenges that emerge in the current work with digital tools in education and training. In this respect it is possible to outline the ‘cornerstones’ of a future-oriented training model on the basis of the training concepts of TACCLE and Learning Layers projects (in particular with reference to the ‘Theme Room’ and the peer tutoring in the introduction of the Learning Toolbox). However, this legacy needs to be enriched with new experiences in the field.”

So, I have taken the course to update the “Theme Room” model and to enrich it with newer experiences from the field of VET – in particular regarding the the use of digital toolsets like the Learning Toolbox and taking into account different meanings of ‘digital competences’. There is work to be done.

More blogs to come …

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

With my previous post I started a series of blogs that report on my recent contributions to our ongoing TACCLE4-CPD project. As I mentioned, we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my previous post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). With this post I want to draw attention to the predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

Below I present my starting points for revisiting the legacy of the predecessor projects:

“This document has the task to revisit training concepts that were (at least intuitively) developed and put into practice in the series of TACCLE projects (starting from 2007 on and continued to recent years) and in the Learning Layers project (starting from 2013 on and continued till the end of 2015). The document has been prepared for the current TACCLE4-CPD project that develops models for continuing professional development (CPD) based on the experiences of prior TACCLE projects and affiliated projects. From this perspective the revisiting exercise serves the following purposes:

1. The main point of interest for revisiting the prior TACCLE projects is to clarify, how the projects responded to the development of digital tools and web resources and how this was taken into account in the project activities. In particular it is essential to see, how the training activities provided impulses for shaping the successor activities of the on-going projects.
2. The main point of interest in revisiting the Learning Layers (LL) project history is to give a picture of the multiple activities and different project phases. Here, it is essential to see, how the work in the Construction pilot grew together with focus on the development of the Learning Toolbox (LTB).
3. When comparing the project histories of the TACCLE projects and the LL project, the main point of interest is to find out, how the training activities (alongside the project work) were related to the end products with which the projects were working. Here it is worthwhile to note the differences between TACCLE courses and the training campaigns during the LL project.
4. In the light of the above-mentioned differences it is essential to have a closer look at the impulses for the development of a transfer-oriented training model that we can trace from different phases of the LL project. Here, it is equally important to have a look at the training/learning activities as well as the co-design and pilot testing of new digital tools.
5. Finally, it is necessary to consider, how the TACCLE and Learning Layers projects have grown out of their initial scripts and responded to newer challenges that they have met during the project work. In particular it is essential to reflect, how the Learning Layers’ experiences on training the trainers and co-design of new digital toolsets have enriched idea of promoting digital competences.

Based on these explorations the document draws conclusions on the importance of project histories as a basis for CPD concepts that seek to promote digital competences of teachers and trainers – in particular in the field of VET.”

So, this is how I started my revisiting journey. In my next post I will summarise my interim conclusions.

More blogs to come ...

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

During the last few weeks – after getting my computer problems sorted out – I have tried to catch up with my duties for our ongoing EU-funded TACCLE4-CPD project. As I have told in my blogs last year, this project is looking at concepts and models for promoting continuing professional development (CPD) of teachers and trainers with emphasis on digital competences. The project builds upon a series of TACCLE projects that worked with classroom teachers. Now, the challenge is to develop CPD models for wider use – including also adult education (AE) and vocational education and training (VET). In particular the extension of the scope to the field of VET provides a challenge since this brings into picture different governance models, different training providers and different learning venues.

In the light of the above I have written a document with the heading “Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET)”.  Here I share a summary of my interim conclusions:

“This document was started with an overview of educational governance and steering models in the field of vocational education and training (VET). After a rough overview a closer look was taken on the specific features of federal governance and dual system of organizing VET in Germany. As we have seen, the picture of policies promoting digital competences has remained somewhat patchwork-like.

The third section has given a closer picture of local educational and VET contexts as well as of recent R&D projects. These descriptions have given an understanding on the state of the art and of pioneering initiatives. Also these descriptions have given a picture of a patchy landscape of local developments. From this perspective it is worthwhile to ask, what kind of role integrative frameworks can play and how they can be shaped.

The European “DigCompEdu” framework was presented in the fourt section. It differs clearly from European Qualification Framework (EQF) or European Frameworks for Credit Transfer (ECTS and ECVET) or from  European Quality Assurance mechanisms. This framework is not paving the way to intergovernmental agreements with signatory states. Instead, it provides practical assistance for linking digital tools and enhancement of digital competences to different learning contexts.

However, from the perspective of the VET sector, the DigCompEdu framework remains very generic. Yet, in this sector, there are very specific challenges for promoting digital competences. Therefore, the framework study of the project Berufsbildung 4.0 starts with a useful differentiation between ‘digitisation’ (at operative level) and ‘digital transformation’ (at the level of whole organisations and networked production/service processes). Taking into account both levels the project is looking for development perspectives for future-oriented VET provisions. From these starting points the project has worked with several theses and feedback workshops and synthesised the results in transversal themes and analyses that focus on different levels or educational steering and change management.

Altogether, the above-presented sections provide very heterogeneous impulses for anyone, who wants to grasp the essence of policy processes and their impact on policy implementation in the field of VET. Yet, the impulses, insights into field and explorations on framework documents or framework studies need to be considered when taking further steps in shaping continuing professional development of teachers and trainers. For this purpose the next working document is looking more closely at developments in the previous TACCLE projects and in the parallel project Learning Layers. Both projects have a history in developing training for teachers and trainers. Now it is time to put these developments into a wider European picture.”

These were my interim conclusions from the ‘policy analyses’ with which I tried to provide a background understanding for discussing the theme ‘promoting digital competences’ in the field of VET. This takes me further to the next document with which I have been working recently – but that is already a topic of its own.

More blogs to come …

PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

Last week our EU-funded project TACCLE4-CPD had its third transnational project meeting in Pontypridd, Wales. I have reported on this project in my earlier blogs (December 2017 and June 2018). We are developing frameworks and support for continuing professional development (CPD) of teachers and trainers in promoting their digital competences. As I have told earlier, this project is based on the work of three earlier TACCLE projects that provided direct support for teachers in integrating digital competences to their teaching. This project has the task to develop frameworks, concepts and support resources for CPD measures in different educational sectors (general education, adult education and vocational education and training (VET)). And as I have mentioned elsewhere, the success of all TACCLE projects has been based on the founding work and intellectual leadership of Jenny Hughes. In this respect our meeting was located to Pontypridd to meet Jenny at her home grounds and to make contacts with her local counterparts. Sadly, we lost Jenny shortly before the meeting. In the new situation we had to make a new situation assessment plan our work without counting on Jenny’s active support. Below I try to summarise some key points in our general discussion on the main Intellectual Outputs of the project. In my next blog I will discuss my contributions to the project and how they are related to this discussion.

What does ‘developing CPD’ mean for the project?

To be sure, we had discussed already in the first meetings the aims of our project and the background from where the project idea arises. Yet, at this meeting we had a special need to revisit these discussions. And here we were partly guided by Jenny’s legacy. In an earlier video interview she had told of the time lag between the proposal for the TACCLE1 project (for supporting the development of e-learning content for classroom teaching) and the actual start of the project. During that period the introduction of Web 2.o tools had taken off massively and the project had to catch up with this development. According to jenny, this was managed and the project integrated introduction to Web 2.0 tools into its original idea.

In our project meeting we found ourselves facing a similar challenge. Initially the TACCLE4-CPD project had been planned to scale up the work of the TACCLE courses and related local and regional teacher training activities. Whilst some sections of the proposal were referring to policies, strategies and management choices, other parts were very close to planning specific training activities and support materials for classroom teachers. However, the key idea was to proceed one level up in making transparent the policy choices for shaping training programmes, providing organisational learning opportunities and for linking them to progression models. And as we now saw, it several international organisations were active in mapping this landscape, developing new frameworks and in promoting pilot activities. These newer developments provided us a challenge in keeping up with the discussion and linking our work to it. Below, the implications for two Intellectual Outputs are discussed in this respect.

Implications for our work with Policy Analyses, Route Maps, Frameworks etc.

Concerning policy analyses we were aware of the problem faced by many European projects when they had provided national reports presenting the education and training policies of their countries. Although the aim of these reports had been to inform each other and to faclitate mutual learning, they often highlighted systemic differences and strengthened cultural barriers. From this point of view it was important to get insights into new patterns of sharing policy concepts and adapting policies that had been trialled in other countries (as Graham Attwell reported on the work of Unesco with a group of East-African countries. Also, for our common understanding of ‘policy learning’ it was important to share information on the European DigCompEdu framework that promotes new kinds of developments across different systemic frameworks.

In the light of the above we could give a new emphasis on the work with an integratibe mindmap that Koen de Pryck had started. Instead of separating different countries, we were able to create an overview on policies for promoting digital competences at different levels:

• international policies (impulses and support),
• policies for different (general) educational sectors – primary, lower & upper secondary education, (higher education) and adult education (as educational policies promoting lifelong learning)
• policies for VET (as an insitutional interface between education/training and working life) and to
• specific policies for promoting competences of teachers and trainers (with emphasis on digital competences).

In this context the specific ‘Routemap’ and ‘EMM-framework’ concepts that we had discussed earlier, could be seen as part of a wider group picture and could be linked to other elements. Thus, we could see the seemingly separate tasks as mutually complementing elements within an integrative framework. Also, we could see that the Mindmap could guide different users to find their levels of activity, perceive the dependencies and chances as well as address questions and outline options.

Implications for our work with Open Educational Resources

In a similar way we revisited the question, how to create collections of Open Educational Resources for TACCLE4-CPD. In the earlier TACCLE projects it was clear that the OER collections should equip teachers with teaching materials and pedagogic advice for their work. To some extent this emphasis was present in the proposal. However, as a consequence of the newer developments at different policy levels – and due to newer approaches to ‘policy learning’ – there is a demand for OER collections that cover different levels and address strategic dependencies and/or opportunities for pioneering. From this perspective we concluded that the work with the Mindmap is also the core structure for shaping a collection of OER (with sufficient amount of commentary).

…

I think I have grasped above the crucial steps in revisiting the proposal and reworking our way further. Based on these new perspectives we could see, how many elements of our work were growing together. Also, this discussion helped us to see, how to link input and influences from earlier or parallel projects to our work. In that sense I could see more clearly the importance of the work with the Learning Layers project and its follow-up measures. I will discuss this in my next post.

More blogs to come …