Category Archives: Taccle VET (IO4)

The aim of the work in the field of VET is to produce a report with recommendations for the applicability and transference of project outcomes to vocational education and training. Technology Enhanced Learning and user-generated digital media have been slow to make an impact in vocational schools and in apprentice training. Apart from commercially produced and copyrighted media (in specific subject areas) there has not been a lot of appropriate material to support the training of VET teachers and trainers.
In the field of VET the TACCLE4 CPD project can build upon the work of the EU-funded Learning Layers (LL) project (2012-2016). The LL promoted digital competences in organisational and workplace-based learning contexts. In the Construction pilot the project worked closely with a training centre that supported apprentice training. The main outcome of the Construction pilot was the digital toolset “Learning Toolbox (LTB)” that was introduced to enhance vocational and work process-oriented learning. As a support for the piloting with LTB the project developed the “Theme Room” training model to promote digital competences in the whole organisation and to strengthen the culture of peer tutoring and peer learning. In November 2018 the Learning Layers project was awarded by the European Commission for “VET Research Excellence 2018”.
In the work of the TACCLE4-CPD project for the field of VET the groundwork of prior TACCLE projects and the follow-up of the Learning Layers will be brought together.

The MeMoApp project: Promoting media competences for working and learning with the support of mobile devices and apps (BMBF)

This description is based on a discussion between the author and Michael Sander (ITB). The author is responsible for the written content.

The MeMoApp project focuses on the increasing digitisation in the work of professional drivers (in particular in long distance transport) and on the need to support the media-competences of the drivers. Here the project works with the development of mobile apps and with training to promote the media competences. The project is led by the neighbouring university institute Ifib and supported by ITB. In addition, the project has four application partners recommended by the branch organisations, a web agency (responsible for tools development and programming) and two associate partners (for initial and continuing vocational training).

The project concept envisaged a long phase of initial analyses including interviews with the drivers, management representatives and the clients. In this phase the project has developed a specific understanding for the work processes, development potentials and for pain points. With the help of the analyses the mobile app has been developed into prototype that consists of two main sections:

  • The information section (mainly based on Google maps & navigation guides)
  • The Wiki-section (that contains the learning contents).

The analyses continue to shape a structure of the fields of activity (support for the media competence training and for presenting the key themes). In this context the associate partners will develop their own pedagogic solutions.

Concerning the relations between the MeMoApp and the Learning Toolbox (LTB) we concluded that they can be considered as neighbouring approaches. Given the trade-specific boundary conditions and risks, the role of user-generated content is rather limited in the MeMoApp (as a contrast to the LTB). Yet, the initial contacts have been made and there is an interest in mutual exchanges

The INTAGT project: Integration of preventive ‘health and safety’ work into training for occupations related to “Industry 4.0” (BMBF)

This description is based on a discussion between the author and Claudia Fenzl (ITB). The author is responsible for the written content.

The INTAGT project is looking for a conceptual synthesis between preventive work psychology (shaping of healthy and stress-free working environments) and pedgagogics of VET (shaping of learning-supporting work environments). Moreover, the project focuses on the emerging tendencies to introduce complex and comprehensive networked industrial/value-creating processes in terms of “Industry 4.0”.

The project consortium involves ITB, IG Metall (Educational policy section) and University of Flensburg (work psychology) as well as companies E-r and AMB (as contracted partners (and H as associate partners). Concerning the educational implications, the project involves a technical school and a vocational school as associate partners.

The project has somewhat different industrial cases regarding the introduction of the techniques, system solutions and process monitoring in terms of Industry 4.0. In this respect the project has carried out work analyses (health risk/stress factors) and work process analyses (the potentials of learning and co-shaping of skilled workers and technicians). In this context the project draws attention to changing risk constellations (from physical and physiological risks to stress) and to different possibilities to promote workplace learning.

In the current phase the project is discussing the interim results of the above mentioned analyses and raising the awareness of the practitioners (trainers and teachers). In the further phases the project will develop working & learning tasks and workshop-concepts (drawing upon the conceptual work and the empirical analyses). Here we identified clear possibilities to work with the Learning Toolbox when the project takes further steps

Bringing the TACCLE approach to the field of VET – taking the results of earlier projects on board

The work in the earlier TACCLE projects has emphasised the needs and priorities of school teachers. In this respect the experience of ITB in the Learning Layers project brings into picture a complementary perspective. At an early stage of the project a TACCLE-type of Multimedia training was essential in getting the interested trainers (of the training centre Bau-ABC) inspired in developing their own multimedia competences. However, in the next phase (implemented as the ‘Theme Room’ training campaign, it was essential to work with such examples of digital media and such competences that the trainers could use in their own training. This experience and the materials that were used has been documented in the parallel moodle overview “The ‘Theme Room’ training in Bau-ABC Rostrup”, see (and use the guest login):

After these training campaigns the main result of the Learning Layers’ Construction pilot – the Learning Toolbox (LTB) reached a mature stage. The LTB was shaped as an integrative toolset to be programmed with a laptop or stationary computer and to be used with mobile devices. For the Bau-ABC trainers the LTB provided the possibility to program their instructions for apprentices’ projects, to add web documents, quiz-links, checklists and reporting tools – and to maintain communication with their groups. Also, in addition to the trade-specific training, the trainers started to work with cross-cutting themes, such as ‘health and safety’ and support for language learning alongside training. The experiences with the initial development of the LTB and with its further use are developed in a parallel moodle overview “Learning Toolbox (LTB) pilot and follow-up (2014 – …)”, see (and use the guest login):

About IO4: Developing Technology Enhanced Learning in Vocational Education and Training

The aim of this work is to produce a report with recommendations for the applicability and transference of the project outcomes to VET. It will also include adapted versions of the key deliverables if they are felt to be appropriate.

Technology Enhanced Learning and the creation and use of digital media has been slow to make an impact in traditional apprentice training schools and apart from commercially produced and copyrighted media in specific subject areas there is not a lot of generic material to support the training of VET trainers.

We expect the imapct will vary across industrial sectors. As part of the Learning Layers project, one of the Taccle Trainers delivered a workshop for 12 trainers at a Construction training centre. It was the first time any of them had created multi media materials or used social media for learning. They asked for follow up training and after six workshops they developed their own in-house CPD programme using peer support and skills exchange models. This showed that the training is transferable and on that occasion had a huge impact. On that basis we are expecting a impact in terms of awareness raising and creating interest in the potential of digital technologies for learning.