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Taccle CPD Toolkit

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

Review of Policies and Strategies

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Developing Technology Enhanced Learning in VET

The aim of this project – TACCLE4 CPD – has been to support continuing professional development of teachers and trainers to enhance their digital competences. Whilst the three previous TACCLE projects had worked directly with active teachers, the current project has sought to develop strategies and training concepts for education and training managers, curriculum developers and training providers. 

The previous TACCLE projects had primarily focused on general education (including adult education). Therefore, these projects had worked with school teachers and subject-based learning arrangements. As a contrast the field of vocational education and training (VET) had been addressed in another predecessor project – the Learning Layers project. In that project the promotion of digital competences of trainers and teachers was linked to workplace learning and to mastery of working and learning tasks.

Therefore, the work in the TACCLE4 CPD project was differentiated. Contributions to the field of VET have not been mere adaptations of models or solutions for school-based education. Instead, special reports have been produced to address the specific challenges and opportunities for promoting digital competences in the field of VET. In this context the experiences from the Learning Layers project have been revisited. In particular the value of co-designing the digital toolset ‘Learning Toolbox’ and the organisation of multimedia training (with practitioners and for practitioners) have been reviewed from a new perspective.

Contributions of TACCLE4 CPD to Vocational Education and Training VET

The TACCLE4 CPD reports for the field of VET include the following themes: 

Report 1: Policy analyses (with focus on different contexts, approaches and strategies to promote digital competences in the field of VET

Report 2: Legacy of predecessor projects (with a differentiated interpretation of the approaches of prior TACCLE projects and the Learning Layers project)

Report 3: Use of Open Educational Resources in VET (with specific insights into the opportunities to use OER in particular vocational learning contexts)

Report 4a: Research-based reflections on strategies and training models (with specific emphasis on different innovation paths and feedback from practitioners)

Report 4b: The “Theme Room Training 2020” framework (as an outline of a training concept for the field of VET, based on different thematic blocks)

 

Report 5: Promoting digital competences beyond the accustomed realm of ICT skills (with insights into online learning on Artificial Intelligence and into transfer of innovation when using the Learning Toolbox in new contexts).

 

Expand the sections below to read excerpts from each report and click the download link to find the full texts. You can also find all of these products on Research Gate.

Reports

Policy analyses as background for continuing professional development of teachers and trainers in the field of vocational education and training (VET)

The report draws attention to following characteristics of policies in the field of VET and to recent developments in innovation strategies to promote digital competences of different actors in VET:

  1. Distribution of power structures in different educational systems: The report makes transparent the differences between central and federal governance models in education.
  2. Distribution of functions and competences in dual systems of vocational education and training: The report presents the roles of different VET providers and stakeholders (companies, schools and intermediate training centres, chambers and governing bodies) and the regulations guiding different parties.
  3. Joint agreements, innovation programmes and strategic alliances: The report gives insights into joint agreements (between different bodies), innovation programmes (launched by central governments) and strategic alliances (at different levels for temporary actions in particular focal areas of VET development). In this context the report also informs of local initiatives.
  4. New frameworks at European and national level to promote digital competences in education and training: The report discusses the key points of the European DigCompEdu framework as a general orientative framework for promoting digital competences in different educational sectors. In addition it discusses the more VET-specific accents that have been raised in the German study “Berufsbildung 4.0” (VET 4.0) that has outlined a future-oriented innovation programme.

Download the PDF here

Annex

Finding new approaches to promote digital competences – Legacy of past projects and new inputs from R&D projects in vocational education and training (VET)

This special report was produced to compare the training approaches that had been applied in the three prior TACCLE projects and at different phases of the Learning Layers project. The report serves the following purposes:

  1. Creating awareness of the different project histories and process dynamics: In this respect the report gives brief overviews of the parallel project histories and different phases of work.
  2. Making transparent the role of co-design and piloting with new tools in the Learning Layers project: From this perspective the report analyses specific impulses that arise from this background in the project work.
  3. Providing insights into parallel R&D projects in education and training and their support for training of teachers and trainer: Here the report provides examples on support for teacher education, CPD measures for vocational teachers and CPD measures for trainers in enterprises.
  4. Providing insights into recent field interviews with vocational trainers (carried out as part of the TACCLE 4 CPD): Here the report presents trainers’ views on the prospects for linking the use of digital tools to vocational learning culture.

Download the PDF here

Annex

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.

This special report was produced to draw attention to specific education and training contexts in VET, taking into account the respective pedagogic challenges and the shaping of respective teaching/learning arrangements to support vocational learning.

The report discusses firstly some working issues for using OER in the field of VET. Then, in the following sections, it presents four selected cases for introducing digital tools and the use of OER into specific vocational teaching/learning arrangements. Thus, the report serves the following purposes:

  1. Raising awareness of the possibility to shape creative vocational teaching/ learning arrangements as OER for wider use (the case “Make your own toolset”);
  2. Opening prospects for enriching learning paths and instructions in the field mechatronics and robotics (the cases of ‘Learning paths’ and ‘Moveo robot arm’);
  3. Providing insights into complex teaching/learning arrangements that engage different learners (apprentices and disadvantaged young people) into team-building learning (the case of shaping go-kart vehicles and series of races (with self-designed rules and self-organised catering).

Download the PDF here

Annex

Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training – Reflections on Policies, Conceptual Frameworks and Innovation projects.

When the project team started preparing the policy analyses and reflecting the training models that need to be considered in the CPD context, it was apparent that major differences have to be taken into account when the field of VET is concerned. This was the conclusion of the special reports (above) for IO1 (the policy analyses with focus on VET) and for IO2 (reflection on the role of training in the earlier TACCLE projects and in the Learning Layers project). Therefore, this report has been produced to draw conclusions for a specific project contribution for the field of VET. The report serves the following purposes:

  1. Summarisation of the conclusions from the comparisons between predecessor projects: Here the report gives insights into the process dynamics, into the role of training measures and into the role of outreach activities.
  2. Raising awareness of different policy contexts for promoting digital competences in schools and in VET contexts: Here the report gives a brief overview of parallel possibilities.
  3. Drawing attention to the relevance of general frameworks or studies in the field of VET: Here the report reflects the role of the European DigCompEdu framework vis-à-vis the challenges in the field of VET – as outlined by the German framework study “Berufsbildung 4.0”.
  4. Raising awareness of different outreach approaches for innovations in school contexts and in VET contexts: Here the report draws upon experiences of the earlier TACCLE projects and on the outreach prospects identified after the Learning Layers project
  5. Drawing conclusions on the importance of TACCLE Routemap approach and the Theme Room training model (of the Learning Layers project) for shaping CPD concepts to promote digital competences in the field of VET.

Download the PDF here

Annex

The Theme Room Training 2020 framework – Promoting digital competences of vocational teachers and trainers.

Research in Taccle CPD and its predecessor projects has shown us that in a VET context, rather than a handbook,  it is more useful to link the promotion of digital competences to vocational teaching/learning arrangements and to current digital transformations in working life. Also, during the work of the TACCLE 4 CPD project, the project team considered that the Theme Room training (that was initiated and put into practice during the later phase of the Learning Layers project) was an interesting case of proving training for all training staff of a VET provider.

In the light of the above this report outlines a new framework – Theme Room Training 2020 – for supporting continuing professional development (CPD) for vocational teachers and trainers with focus on promoting their digital competences. The main elements of the framework are the following thematic blocks:

Theme One – Challenges: Digitization and digital transformation in the field of VET;

Theme Two – Old and young learners in vocational education and training (VET):

Theme Three – Exploring innovation paths to promote digital competences in vocational learning;

Theme Four – Using TACCLE4 CPD Routemap for future-oriented planning and training.

The sections of the framework discus these themes from the perspective of VET providers and with focus on vocational learning culture. Moreover, each section has been equipped with a commentary space that points to corresponding Annexes to this report. These provide further input to discussion, reflection and shared learning.

Download the PDF here

Annex

About IO5: Developing Technology Enhanced Learning in Adult Education

This section of the project work will produce a report with recommendations for the applicability and transference of the outcomes of the project to Adult education and highlighting areas of difference. 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 adult education. In many countries there is very little in the way of Continuing Professional Development (CPD) for adult education teachers in general compared with teachers in the school sector. This is in part due to the high proportion of Adult Education teachers who are part time or who are teaching Leisure / Liberal Arts /Hobby classes that do not lead to examinations. Adult education is notoriously underfunded in most countries which makes investment in CPD even less likely. However, it also means that training has high impact in Adult Education .

About IO3: Collection of Open Educational Resources

We will develop a web based collection of materials, resources, ideas and activities for staff development facilitators and trainers developing competence in digital technologies in the classroom.

The materials will include strategic staff development trajectories for different staff such as teachers, managers, teaching assistants etc. (These are the Diets.) We will also include specimen programmes for school based CPD and for courses of different duration and delivery modes (Menus). We will develop modules which can be mixed and matched to suit the needs of the teachers (Dishes) together with suggestions and /or detailed instructions on how they can be delivered (Recipes ) Finally there will be the multimedia resources trainers will need and which are so time consuming to produce available on line and downloadable as texts, images, exercises, videos etc (Ingredients).

We  run over a hundred courses for teachers on topics such as e-learning methods, Integrating Technology Enhanced Learning in the Classroom, Introducing Coding, Creating Content in the Classroom and so on. A quick discussion revealed that we have always designed and developed our materials and resources ourselves. Not one of us had ever used teacher training materials in this context produced by someone else – we always created resources from scratch. We then established that the reason for this was that we simply couldn’t find any but would have welcomed a resource bank we could have used to save time, energy or just to get new ideas. We then tried several search engines with a variety of keywords and although we found isolated articles, we could not find a collection of resources.

There is a huge demand for teacher training in this field across member states and making trainers more efficient through access to resources should increase their capacity.

About IO2: Digital Technology in the Classroom – A handbook for teacher trainers

There is a considerable body of work around training trainers and teachers, and a smaller but significant number of publications on training teachers to use technology for learning. However, almost all of them are academic papers or research reports. We have taken that research together with the experiences of expert trainers in the field and translated it into a practical handbook for professionals who have to design, organise and deliver CPD opportunities and other training events for teachers.


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