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.