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Multiplier Event of TACCLE4 CPD project – Part One: Report on the event in Bau-ABC Rostrup

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Last Friday, the 16th of October, I was pleased to visit the German training centre Bau-ABC Rostrup once again. As regular readers of this blog already know, I have been working together with this training centre for several years. Our cooperation started when our institute (Institut Technik & Bildung, ITB) and Bau-ABC became partners of the EU-funded Learning Layers (LL) project in the year 2012. During the LL project we worked intensively together in the co-design process that led to the development of the Learning Toolbox (LTB) and in training activities to promote the digital competences of the trainers in Bau-ABC. After the end of the project (2017) I maintained contact with Bau-ABC and was pleased to continue working with them when I became the ITB partner in the EU-funded TACCLE4 CPD project (2018 -2020). This newer project gave me an opportunity to reflect on the achievements of the earlier one and to develop models and strategies for continuing professional development (CPD) of vocational teachers and trainers. Now, at the final phase of the project I was pleased to visit Bau-ABC and to organise the German Multiplier Event of the current project together with trainers of Bau-ABC. Below I will give a brief account on the event as such and in my next post I will discuss the contribution that I prepared for the event – a new LTB-showcase of LTB-powered stacks that I prepared for the TACCLE4 CPD project.

The preparation of the Multiplier Event – the long and winding roads

Originally I had prepared the initial plan for such an event together with my ITB colleagues. We had the idea of a bridging event that links the results of the TACCLE4 CPD project to their ongoing work with Open Educational Resources (OER) and with new developments with artificial intelligence (AI) in the field of vocational education and training (VET). We had drafted an invitation list that would bring together vocational teachers and trainers from different organisations – vocational schools and training centres – in the nearby region. The event was supposed to take place in June – between two travel periods when I was working outside Germany. BUT the corona-crisis made it impossible to implement these plans. Instead of returning to Bremen at that time I had to stay a longer period in my home country Finland. And due to the lockdown and the subsequent restrictions it was not possible to organise any presence event at the university campus before the summer holidays. Neither could we expect that vocational teachers and trainers could have had time to participate in such events when the schools and training centres were able to start anew at the end of May.

During the summer months it became apparent that there will be no chance to organise any kind of face-to-face event with external participants at the university campus. On the contrary, the access of university researchers and supporting staff was strictly restricted  and meetings were transformed into online events. From this perspective it seemed impossible to go further with plans that would include inputs from different projects and bring together participants from different organisations. For some time it seemed that the only way to implement the Multiplier Event would be to produce a pre-recorded webinar and then invite online participants to access the online material. However, due to the travel restrictions I was stuck in Finland and even if I could have returned earlier, it would have been difficult to put together a good quality online resource to attract participants at the beginning of a new school year or the training period of apprentices.

When returning to Bremen in the beginning of October I didn’t have high hopes of getting a decent multiplier event organised (whether as a face-to-face event or as a virtual even). However, things changed when I contacted Melanie Campbell, coordinator of Continuing Vocational Training at Bau-ABC and the key person for promoting the use of LTB  during the LL project and afterwards. We came to a conclusion that it would be possible to have a face-to-face event on Friday, the 16th of October in the afternoon (when the apprentices had already left for the weekend but the trainers were still there). We agreed on the input that I would make on the TACCLE4-CPD project (and the earlier LL project) and on her input concerning the current use of LTB in Bau-ABC.

The inputs for the Multiplier Event

So, we had the short time frame of two hours on Friday afternoon at our disposal – just as had been the case with the Theme Room training sessions in November 2015. This time there were additional challenges due to the corona restrictions and due to the fact that some of trainers were tied up with examination duties. But, with the thirteen trainers representing different trades and different training activities we had a qualified audience.

In my input I tried to give a picture, how three aspects of fieldwork in Bau-ABC became vital threads of the work of the Learning Layers project and its Construction pilot:

  • Joint analyses of work processes ans work-realated learning in different trades of construction sector;
  • Co-design of the digital toolset Learning Toolbox and different design events with trainers, apprentices and construction sector professionals who all gave their views, how a digital toolset could support them;
  • Multimedia training and ThemeRoom training that paved the way for the introduction of the LTB as a toolset that is being used regularly in the apprentice training and vocational learning activities provided by Bau-ABC.

In a similar way I emphasised the special approach to the field of vocational education and training (VET) to promoting digital competences and to shaping continuing professional development of teachers and trainers:

  • We are not discussing merely about integrating the use of digital tools to teaching school subjects. Instead, the challenge is, how to link the use of tools to vocational learning and occupational work.
  • We are not discussing merely about use of new educational technology to support school-based learning. As a contrast, the challenge is, how to link the use of appropriate digital toolsets that contribute to changes in working life and work-related learning.
  • We are not merely talking about promotion of digital competences of individual teachers (responsible of their subject matter). As a contrast, the holistic approach to vocational learning requires that teachers and trainers have a common approach to using digital tools.

In the light of the above I made the point of different innovation paths for introducing the use of digital tools. In this context I referred to different ITB projects that I had described in my reports:

  • The Kompetenzwerkstatt projects have been (re)designing the curricula (as a whole) for different vocational learning contexts. Here, the use of digital tools has been built in into specific curriculum processes.
  • The Learning Toolbox has been introduced as a new integrative toolset to be used in exemplary learning projects and to be spread in further projects via internal knowledge transfer and peer tutoring.
  • The Brofessio project had to deal with process industry cases in which the processes were sealed and could not be made transparent for learning in the context of work. As a contrast, it was necessary to introduce micro-learning units for off-the-job training to support work-related learning.
  • The use cases of introducing Opene Educational Resources (OER) were taken from specific vocational of pre-vocational learning contexts. Altogether they opened a perspective from relatively simple exercises to more complex uses of high-tech resources and to collaborative learning that involves learners from different trades.

Finally, I discussed the Theme Room experience of the year 2015 and the rethinking of the Theme Room approach for present date use. Firstly, I emphasised that the concept of training with Theme Rooms was a well-thought format but we couldn’t benefit of all the richness since we couldn’t integrate the use of LTB to the training. Secondly, I emphasised the need of making a situation assessment on the challenges in the occupational fields, on the capability of trainers and learners regarding the use of digital tools and on the path to follow in the training. In this respect I underlined that the Theme Room Training 2020 framework (that I had drafted for the project) invites the users the design their own theme rooms with their own themes instead of following a ready-made guideline.

The discussion takes off – coming together

When opening the discussion Melanie Campbell pointed to the importance of the Theme Room training in 2015 as atraining campaign for all trainers of Bau-ABC. The aim was to bring the digital competences of trainers to an equal level – as much as this could be achieved. Since then the use of LTB in different trades has taken the main attention and the practical issues have come up as the main concerns.

In the discussion many trainers brought into picture different problems that delimit the use of LTB at the training sites. Partly these are of infrastructural nature, partly there are difficulties in using the functions of LTB with given software solutions. Thus, the trainers have noticed that LTB is frequently used over the weekend. Melanie Campbell took note of these issues and suggested that similar Friday afternoon sessions should be used for troubleshooting and for sharing knowledge, how to overcome the difficulties.

Some of the trainers made the point that the Theme Rooms should be brought back to picture. Others commented that more emphasis should be given on overcoming the problems and getting more users at same level. Once this has been achieved, then it would be possible to take further steps in deepening the understanding on digital tools.

Altogether, the discussion reflected the situation in a training centre that had the experience of being early users of digital tools. In this respect it seemed that a period of “Theme Forums” would be needed to deal with the current problems befor heading to new cycle of Theme Rooms. Yet, when looking back at the earlier phases of the Learning Layers project in 2014 and 2015, the ones of us who had shared experiences of that time could agree that we come a long way further. Indeed, much of what we discussed as something desirable, had become lived practice of present date.

I guess that this is enough of the event and of our discussions. In my next post I will give insights into the LTB-showcase of the TACCLE4 CPD project that I presented in the event.

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Presenting my contributions to TACCLE4 CPD project – Part Six: The complete set of reports is available on ResearchGate

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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.

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

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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.

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Presenting my contributions to TACCLE4 CPD project – Part Four: Shaping a new Theme Room Training framework

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In my previous posts I have given an overview of the reports for our ongoing TACCLE4 CPD projects that I had completed so far. At the end I have mentioned that all the reports so far provide contributions to a new framework for developing training for teachers and trainers – with emphasis on promoting digital competences in the context of vocational learning. Already in the previous reports I had made the point that this should be based on the Theme Room training concept that was initiated and implemented in the Learning Layers project. During last week I have written a draft report to outline such a framework.  Below I will present some background information and the concluding section of the report. I think that they will give an idea, what kind of framework is taking shape.

The idea of Theme Room Training – oringins and new perspectives

This framework is being prepared as a final product of the EU-funded project TACCLE4-CPD. The project has continued the work of earlier TACCLE projects in promoting digital competences of school teachers. However, concerning the field of VET, this project drawn upon the experiences of the EU-funded project Learning Layers (LL). The LL project developed digital tools and training concepts to support workplace-based and vocational learning. The concept of “Theme Rooms” was developed as a part of the LL project to promote digital competences of vocational trainers.

The training in ‘Theme Rooms’ was initiated by the above-mentioned trainers who wanted to develop a more systematic training arrangement. With this approach they wanted to reach all training staff in their organisation. In this way they wanted to promote the use of digital tools in all areas of apprentice training.

The idea of Theme Rooms was based on the following pedagogic principles:

  • Combination of real and virtual learning spaces for focused thematic blocks for promoting digital competences;
  • Signing in into ‘theme rooms’ for completing the learning sessions with exercises and then signing out (with a flexible tempo);
  • Working together in teams in terms of peer learning and peer tutoring;
  • Rotating between different themes in order to reach common awareness of the subject matter and to develop a common competence base.

The concept of Theme Room training was put into practice as a staff training campaign during one month. This training campaign based on the Theme Room concept helped the trainers to become users of the LTB in their own training. Now, in the current situation, it is possible to identify many parallel approaches to introduce digital tools and new media into vocational learning. At the same time there are new qustions concerning the significance of digital technologies in the context of vocational education and training (VET). These are taken up in the new framework.

What does the new framework stand for?

The main elements of the framework are thematic blocks that can be used as a basis for the Theme Rooms of the updated training concept. The following set of thematic blocks is presented in the further sections below:

In the first thematic block the framework draws attention to digital transformation (as a major socio-cultural challenge) and to digitization (as a more specific development). This block invites to think, how VET provisions can prepare for such processes and/or provide co-shaping contributions.

The second thematic block discusses the readiness of older and younger learners to use digital media and tools in the context of vocational learning. This block invites to think, how older teachers, trainers and workplace mentors can find their own ways to use such tools to promote vocational learning. Also, it invites to think, how younger learners can best familiarise themselves with work processes, uses of traditional tools and digital tools in their own learning.

The third thematic block presents a set of parallel “Innovation paths” for introducing digital tools into vocational learning contexts and to enhance the digital competences of teachers, trainers and learners. Four of these paths have been named on the basis of specific projects or their final products – the Kompetenzwerkstatt, Learning Toolbox, Brofessio and CARO paths. The fifth path refers to smart uses of Open Educational Resources (OER). This block invites to think, what kind of vocational learning contexts are relevant for the user and what can be learned from the exemplary cases.

The fourth thematic block presents insights into the TACCLE4 CPD Routemap tool and its uses for organisational planning (of the use of ICT resources) and development of training (with focus on promoting digital competences). For both purposes the Routemap outlines levels of proficiency with corresponding criteria. In this way the tool invites to think, at what stage is the organisation regarding its use of ICT resources and what kind of steps can be taken with the help of training.

Altogether, the framework invites the readers to think of their own solutions and to find their own ways to promote digital competences in their field. Thus, the framework provides starting points and gives further impulses and references for further developmental work.

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I guess that this is enough of the idea of the Theme room Training 2020 framework. I need to emphasise that it is still under construction. As I see it, the texts for the thematic blocks have already been shaped. Yet, each block needs a further layer for comments, questions, resources and impulses. So, there is still some more work to be done.

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Presenting my contributions to TACCLE4 CPD project – Part Two: Insights into the completed reports

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In my previous post I have told that this is the season for producing a short description on the ongoing project TACCLE4 CPD for the regular reviewing in our institute and for finalising the contributions to the project. I have also explained, why our contribution to the TACCLE4 CPD project has needed more research-oriented work that was anticipated in the project design. In general, the partners working with general and adult education have been able to rely more directly on the work of previous TACCLE projects. These have promoted digital competences of teachers in general education with focus on classroom teaching. Moreover, when developing strategies and models for continuing professional development (CPD) these partners have perceived school directors, local educational authorities and national educational authorities as their target audiences.

For the work of ITB – as the German partner in the project – the task to develop strategies and models for promoting digital competences in  the field of vocational education and training provides more complex challenges. The field of VET is not merely another educational sector (under educational authorities) but involves different learning venues, education and training providers and governance structures. Moreover, the promotion of digital competences of teachers and trainers is not merely a matter of digitization within education but requires understanding of digital transformation in working life. These challenges have been taken up in the following reports that have been produced for the TACCLE 4 CPD project.

Report 1 – Policy analyses: Raising awareness of multiple policies and initiatives

This report has been produced to cover policies and strategies at different educational levels and taking into account different governance models. 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 comtences 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.

Report 2 – Legacy of predecessor projects and finding new approaches to promote digital competences in the field of VET

This report has been 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. In addition it gives an overview on more recent R&D projects in the field of VET. 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.

Report 4a – Research paper that draws conclusions for the development of CPD in the light of the analyses

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.

Here it is worthwhile to note that the Report 3 – with focus on the use of Open Educational Resources (OER) in vocational learning contexts – is still under preparation. Then, on the basis of all above-mentioned reports it is possible to prepare the Report 4b – a reworked version of the Theme Room training model for promoting digital competences in the field of VET. (Initially the Theme Room model was developed in the Learning Layers project for training all trainers of a construction sector training centre.)

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Field visit in the region with a group from Namibia – Part Two: Getting ideas for future-oriented training

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In my previous post I reported of a field visit to regional training provider organisations with a prominent delegation from Namibia. I joined the group partly because I needed to arrange meetings with vocational teachers and trainers from both organisations. With the help of these meetings I wanted to revisit the materials from the training activities of the EU-funded Learning Layers project (2012-2016). My aim is to develop with a future-oriented training concept for promoting digital competences of teachers and trainers in vocational education and training (VET).  With the trainers in the training centre Bau-ABC I can refer to our shared experience in implementing training schemes during the Learning Layers project and to the introduction of the digital toolset Learning Toolbox (LTB). With teachers of BBS Wildeshausen I was interested of other pedagogic solutions and of the use of Open Educational Resources (OER). These all should be taken on board when preparing the support materials for developing continuing professional development (CPD) to promote digital competences of teachers and trainers in the field of VET.

When listening to the contributions of the teachers and trainers during the field visit I got more and more convinced that such materials should not be shaped as overarching ‘encyclopedia’ of digital tools, web resources and mobile apps. Also, I understood that the materials should not be written in the style of cookbooks with ready-made recipes. Instead, they should be well-selected and contextualised exemplary stories that inspire the readers to find their own solutions.  And these solutions should give a picture, how to use appropriate toolsets and web resources for the respective vocational learning environment. Also, these materials should open the perspective to using digital tools and web resources from the initial steps to first strategic choices and to wider use of tools, resources and complex teaching-learning arrangements.

From this perspective I started to outline an updated and extended training model based on the “Theme Room” metaphor that we used in the Learning Layers project. The ‘theme room’ can refer to a physical space or to a virtual space that has been made available for a selected theme and for a flexible time frame. Once the participants have completed the learning tasks and checked themselves out, the theme rooms can be furnished with other themes. That was the original idea.

Below, inspired by the impulses from the field visits I would like to outline a rough draft for an updated “Theme Room” structure:

Theme Room 1 – Entrance lobby: Getting used to work with some basic digital tools and apps – with the aim to make use of them in one’s own teaching or training activities.

Theme Room 2 – Starting points for working with integrative digital toolsets: Brief introductions to integrative toolsets that are appropriate in vocational learning contexts – such as the Learning Toolbox or the Kompetenzwerkstatt toolsets.

Theme Room 3 – Using enriching web apps and platforms: Working with apps, tools and platforms that help to make learning tasks more inspiring and challenging – such as the toolsets provided by Go Conqr and H5P platforms.

Theme Room 4 – Working with complex teaching-learning arrangements: Insights into learners’ projects that involve construction of new tools/devices or manufacturing of new products that can be used in learning contexts.

Theme room 5 – Using the digital toolset “Learning Toolbox” to support vocational learning processes: Insights into the use of Learning Toolboox as an instrument for delivering training and for promoting self-organised learning.

Theme room 6 – Using the digital toolset “Kompetenzwerkstatt” to support vocational education and training processes: Insights into different Kompetenzwerkstatt tools that raise learners’ awareness of their progress in vocational learning.

Theme room 7 – Using Open Educational Resources (OER) to support vocational learning processes: Insights into the work of OER-communities (and support agencies) and into their services.

…

Theme Room n – Workshops on the options for digital transformation in one’s own domain: Whilst enhancing one’s own digital competences in the context of vocational learning tasks or project, it is necessary to keep an eye on the big picture of transformations in entire production and services processes & networks.

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I guess this is enough for a rough structure. As I said, this should not be seen as a basis for a ‘cookbook’ or for a ‘product catalogue’ but as an introduction to explorative learning in order to find one’s own solutions and in order keep oneself on track with new developments. This is the challenge – there is work to be done in the meetings with teachers and trainers.

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Catching up with the TACCLE4-CPD project – Part Three: Drawing conclusions for future-oriented training

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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.