Category Archives: Toolkit (IO1)

The Taccle CPD IO1 will produce a Tool kit for managers, educational advisors and regional actors promoting the integration of digital technologies in schools.

There are 4 deliverables which collectively make up the toolkit

a critical analysis of policies and strategies for developing teacher competences in using digital technologies for learning.
a Route Map with criteria and rubrics that will enable institutional managers and other agencies to measure institutional progress.
a quality assurance tool for managers evaluating the effectiveness and impact of staff development programmes.
tool for managers to help generate institutional plans for the integration of technology for teaching and learning and the development of learners digital competence.

Whilst a huge number of Open Educational Resources have been produced for teachers to help them introduce digital technologies in their classroom, virtually nothing has been produced in the way of practical tools to help institutional managers or those involved in developing strategies across schools or consortia.

Work on the Toolkit is still in progress. In this section of the website we provide the work in progress together with background documents.

Taccle CPD Toolkit

TaccleCPD Tool kit

This is our suite of TaccleCPD tools; a tool kit for managers, educational advisors and trainers responsible for promoting the integration of digital technologies in schools.  

Teachers with responsibility for ICT and those who wish to further their own professional development will also find the resources useful. 

To use the toolkit, follow the team map to find your starting point.

Expand the links below to learn more about each tool.

We have called this the Team Map because integration of ICT requires input at many levels. We have designed this toolkit so that wherever you are in your ICT journey you should be able identify your CPD needs, formulate an action plan and find resources to help you to implement the plan.

Links to follow

Creative Commons Licence
TaccleCPD Toolkit by Taccle CPD is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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Presenting my contributions to TACCLE4 CPD project – Part Six: The complete set of reports is available on ResearchGate

During the last few weeks I have worked hard to finalise my deliverables for the EU-funded project TACCLE4 CPD. The project develops models for continuing professional development (CPD) to promote digital competences of teachers and trainers. The acronym TACCLE stands for “Teachers’ aids on creating contents for learning environments”. The current project is already the fourth one in the series of TACCLE projects. The earlier ones have focused on classroom teachers and on organising training for interested teachers. The current project has shifted the emphasis to organisational level and to different educational sectors – including adult education (AE) and vocational education and training (VET).

My contributions (on behalf of our institute ITB have focused on the field of VET and made transparent challenges and boundary conditions for promoting digital competences as contribution to vocational learning. In my previous blogs I have discussed this with reference to the particular reports once I have got them completed. Now that I have the full set of  reports ready and uploaded on ResearchGate I want to present an overview, what all has been produced to support CPD initiatives and to draw attention to promotion of digital competences in the field of VET.

Overview of the VET-related reports for TACCLE4 CPD project

Below I just present the titles of the reports and the links to ResearchGate. For further information I refer to the previous blogs and to the abstracts on ResearchGate:

Report One: Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET). DOI:10.13140/RG.2.2.24915.73762

Report Two: Finding new approaches to promote digital competences – Legacy of past projects and new inputs from R&D projects in vocational education and training (VET).  DOI: 10.13140/RG.2.2.13171.68649

Report Three: Role of Open Educational Resources (OER) in the field of Vocational education and Training (VET) – Insights into uses of OER in vocational teaching/learning arrangements.  DOI:10.13140/RG.2.2.23552.58880 (co-authored with Jan Naumann)

Annex to Report Three: Using Open Resources (OR) and Open Educational Resources (OER) in Vocational Education and Training (VET). Two examples of teaching/learning designs. DOI: 10.13140/RG.2.2.10969.67684 (co-authored with Jan Naumann)

Report Four a: Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training – Reflections on Policies, Conceptual Frameworks and Innovation projects. (Co-authored with Angela Gerrard and Werner Müller)

Report Four b: The Theme Room Training 2020 framework – Promoting digital competences of vocational teachers and trainers Report 4b for the TACCLE4 CPD project.  DOI: 10.13140/RG.2.2.16783.33447

Annexes to The Theme Room Training 2020 framework (Report 4b for the TACCLE4 CPD project) 

As I see it, I have completed a coherent work program starting from policy analyses, continuing with explorations on R&D projects and use cases on introducing OER and then landing to a synthesis report and to framework for shaping CPD measures. I hope that this has been useful.

Presenting my contributions to TACCLE4 CPD project – Part Five: Working with the annexes to the Theme Room Training 2020 framework

Last week I was happy to announce that I had completed the text to my final deliverable for the TACCLE 4 CPD project – the Theme Room Training 2020 framework for promoting digital competences of vocational teachers and trainers. At the same time I made the point that the mere drafting of such a framework on the basis of the given thematic blocks is not enough. I made it clear to myself and to the readers that I still have to prepare Annexes to the framework – as coordinates, how to work with it. Now I have prepared a set of Annexes and I think that I have done my job to answer the question “so what“. Below I try to give a picture, what the annexes are and what they stand for.

Annexes to the Framework text – what do they stand for?

The first annex that I have prepared is an annotated list of reference materials  to the Theme Room Training 2020 framework. As it is the case, not all thematic blocks have been based on publications. To some extent there are publications that can be referred to. But equally, there are field interviews and working documents and emerging educational resources. I have tried to do justice to all these as relevant reference materials to the framework.

The second annex provides an overview, how the German framework study has interpreted the concepts ‘digitization’ (in education and training) and ‘digital transformation’ (in working life) – and what implications they have on vocational education and training (VET). In addition, the annex presents a selection of thought-provoking theses, with which the research team challenged practitioners and stakeholders to reflect the ongoing and future changes.

The third annex is a seemingly simple interview guideline to discuss the readiness of older and younger learners to take up the use of digital media and toolsets in the context of vocational learning. However, these questions were not the ones that I originally posed in the beginning of my field interviews with vocational trainers. Instead, they were the ones that I identified on the basis of our discussions – I had posed narrower questions, the trainers broadened and deepened the scope.

The fourth annex presents the use of Learning Toolbox (LTB) for preparing ePosters to promote knowledge sharing and transfer of innovation. So far I had promoted the use of ePosters in research conferences and prepared my own ones on the basis of my research papers for the European Conference on Educational Research (ECER). This week I had the pleasure to work with my colleague Jan Naumann to prepare an ePoster on the theme “Use of Open Educational Resources in Vocational Education and Training (VET)”. We were happy to complete our work and to insert the related mini-poster to the annex document. The ePoster can be accessed via the following link.

The fifth annex presents the TACCLE 4 CPD Routemap as a tool for planning the use of ICT resources in education and training and for developing training (or CPD) initiatives for teachers and trainers. I hope that the selection of power point slides gives a picture, what all can be achieved when working with the Routemap.

Altogether, I think that the annexes have given an appropriate push to work further with the themes that were raised in the Theme Room Training 2020 framework. After all, we didn’t aim to provide cookboks with ready-made recipes. Instead, we have tried to raise key themes and give impulses, how to work as innovation leaders and change agents.

Selfie – self assessment tool for schools

SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) is a tool designed to help schools embed digital technologies into teaching, learning and student assessment. It can highlight what’s working well, where improvement is needed and what the priorities should be. The tool is currently available in the 24 official languages of the European Union with more languages to be added over time.

https://ec.europa.eu/education/schools-go-digital_en

Mindmap of policies and resources

The TaccleCPD Mindmap attempts to organise the policies, tools and resources for CPD in teacher training in ICT. This is still a work in progress as we are continually adding new resources as we find them. This page will be updated in the new year and will eventually be replaced with an interactive html version with clickable links.

Download the pdf here TACCLE 4 CPD mindmap pdf

 

Overview of current projects alongside TACCLE4-CPD; Interim Conclusions

For the TACCLE4-CPD project it is worthwhile to consider, what educational sectors are covered by these parallel projects and in what ways our project can cooperate with its neighbours. Here some key points:

  • The Inclusive Digital Media project DMI pointed out to be an alliance of several R&D projects. It works with ‘thematic concepts’ that are based on shared pedagogic principles. In this way the DMI seeks to enhance subject-based and interdisciplinary learning units with digital media and creative shaping. For the work of TACCLE4-CPD in general education these thematic concepts are of major interest.
  • The projects DieDa and NABUS are mostly involved with pedagogy of adult education – and on the real implementation of ‘self-organised learning’ in vocational end work-related adult learning provisions.
  • The projects RISE and STRIDE have very specific R&D approaches to enhance project-based learning in vocational schools. Here it is interesting to exchange experiences on the multiple roles of researchers.
  • The subsequent projects INTAGT, MeMoApp and LiKa 4.0 have very specific VET and workplace-related learning contexts and very customised software ecologies to work with. Here it is of interest to find out, if Learning Toolbox could be linked to their work.
  • The project DigiProB is partly a successor project of the Learning Layers’ Construction pilot. However, it is working with different web tools and addresses different trainers with an aim shape integrative learning projects for adult learners. In the final phase there is an effort to create a functioning interaction between the trainers’ web platform and the learners’ toolset (the Learning Toolbox).
  • The project BROFESSIO is of major interest due to the development and implementation of the ‘Agile learning’ concept for workplace-based team-based learning and training. In many pilot contexts such approaches to promote peer tutoring and peer learning are vital for the consolidation of the learning results and for the transfer of innovation.

The STRIDE project: Development of Digitisation Strategies for Schools (Erasmus Plus)

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

The STRIDE project has been initiated by the Italian partners that are responsible for the coordination. In the project consortium the German and the Spanish partners have been given the role of expert partners (responsible for the conceptual work, studies and documentation) without application partners from their countries. As a contrast, the Irish, Italian, Polish and Turkish partners are the application partners that seek to develop strategies for digitisation with the help of the studies and the workshops on the project. The Irish school was initially a private one but has now become part of public educational system, it covers vocational and adult education. The Italian partner is a vocational school and a provider of project management training. The Polish partner is a school for general education in a specific local context. The Turkish school provides a wide range of general and vocational programs.

The project started its studies with a questionnaire that resulted in the state-of-the-art reports from the four countries with application partners. This was followed by examination of current policies. Base on these preparatory steps the project is developing a modular framework in which 5 modules are dedicated for ICT- and media-related issues, whilst the other modules focus on strategy development.

The first Joint Staff Training Event has tested the modular framework both from the perspective of comparing the countries and regarding the mutual relations. Here, a specific challenge was, to what extent the issues are ones for school directors and/ or for teachers. Also, the testing brought forward the country-specific possibilities to work with such a framework. Some participants could raise several options arising from their strategy work, whilst others were struggling with equipment- and acceptance-related problems.

In the next phase the project will work more closely to shape the strategies for the four schools and to incorporate them into the modular framework. This work will then be continued to shape a Forum (repository) of Open Educational Resources.

Concerning the possibility to use Learning Toolbox, this depends on the progress and interest of individual partners. Probably the LTB could help them to illustrate the framework for real use cases.

The RISE project: Studying regional innovation hubs and the strengthening of social enterprises with focus on cross-border cooperation (Erasmus Plus)

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

The project “RISE” arises from the conceptual background of “Design thinking” and from the related culture of presenting emerging innovations in “Pitching” events. Based on the longer experience of ITB with Project Management training in vocational schools, the rise project takes a further step in piloting with ‘innovation hubs’ and ‘pitching competences’ with focus on social enterprises and cross-border cooperation.

The project is funded by the Erasmus Plus programme and it has partners from three countries – Germany, Spain and Slovenia. From each country the project has an expert partner organisation and an application partner organisation. In Germany the partners are ITB and Wilhelm Wagenfeld Schule. Altogether, the partners bring into picture slightly different fields of expertise (VET and business management) as well as different cultural regions in Europe.

The project works with a process model that envisages four phases main phases that are guided by respective workshops of the consortium and concluded as the main intellectual outputs:

  • Drafting of social entrepreneurship concepts
  • Validation of the ideas (including training concepts and the business models)
  • Creation of the innovation hubs (incorporation into school culture and publicising of the work)
  • Introduction of the Social Entrepreneurship Badge (development of a joint format of recognition in terms of learning achievements and competences for the labour market).

Here it is worthwhile to note that the learning processes include several supporting methods like storytelling, pitching and Lean Start-up methods. In all countries the school teachers and the school students are involved as equal team members. Altogether, the project seeks to promote sharing of ideas between different partner regions and to shape a European learning culture.

In the comparison between the projects RISE and TACCLE-4 CPD we focused on the use of the Learning Toolbox (in general) and as support for ePosters (in particular) as a common interest area.

The NABUS project – Promoting sustainability in construction by developing training and learning arrangements

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

This project has worked parallel to the DieDa project with a specific emphasis on supporting training activities as well as training of trainers in the context of ecological construction and renovation work. The target groups have been trainers, apprentices and participants in continuing training.

The project has covered different occupations in the construction sector – mainly bricklayers, carpenters and joiners, but also others – with an interest to specialise in ecological construction work. Here, a major interest is in working with ecological construction materials, e.g. strawbales and clay. But the range of topics is wider – covering also other aspects of sustainability and ecological well-being. Thus, a major focus is on daily work and the construction techniques but other issues come up as advice for clients regarding the sustainability of materials and recycling issues.

Here the role of research is mainly to support the training activities in terms of participative accompaniment, documentation and evaluation. Given the high emphasis on engaging the practitioners, a major forum is the Facebook group Nachhaltig bauen und sanieren

The DieDa project: Pedagogic development of self-organised learning with focus on learner-sensitive differentiation and introduction of digital media (BMBF)

This description is based on a discussion between the author and Joanna Burchert and Lena Setzepfand (ITB). The author is responsible for the written content.

The DieDa project was launched as a theoretically active R&D project that studies the current interpretation of ‘Self-organised learning’ in continuing vocational training. In addition to studies the project highlights examples of good practice and is contributing to the introduction of digital media.

The project works with trainers and learners in continuing training. It studies learning in the courses and independently of them. The project collects interview materials and the researchers are involved in participative observation – and in initiatives to introduce new forms of learning (MOOCs, BarCamps, Tweets).

The project started working with courses on ecological construction work – but following its theoretical and pedagogic interests of knowledge – it has broadened the range of studies to cover other kinds of training in construction sector, in technical occupations and in occupations of social work. Likewise, it has studied shorter training courses as well as training programs for upgrading skilled workers.

In the empirical studies the project has explored the learning biographies, priorities and dislikes of trainers and participants. Also, they have examined, to what extent their learning behaviour is directed by pressures to enhance their employability, by training markets (and market values of credentials) or by empowered decisions to follow their own interests.

The main forum of the project is the group blog “Lernen neu denken“. In addition the project is publishing articles. Regarding the practical innovation, the project is carrying out an online discourse in the form of a C-MOOC.

Concerning the use of Learning Toolbox, the project sees a great potential. However, the main point here is that LTB should not be dropped to the users as a ‘ready-made-solution’ but they have to find their needs and their interests to use it.