The Digital Work-based learning project is looking at what criteria teachers and training providers should take into account when designing, implementing and evaluating a good practice of work-based learning using digital solutions. The first focus Group is scheduled to take place on 12 July at 12 noon online.
The first thing to to when presenting the project is explaining what Digital Work-based learning means. A practical example is given by the training in the use of technically complex equipment, such as industrial welding machines, using augmented reality solutions and simulations, or recreating complex laboratory environments through virtual reality. The European project wonders whether teachers, trainers, and training institutions are prepared to handle not only the pratical aspect of these educational experiences but the whole framework of the digitisation of training?
In recent month - also driven by the need to react to the isolation from Covid-19 - there has been an increase in the offer of commercial solutions providing platforms in order to choose the learning experience based on augmented reality and virtual reality. Are virtual realities adequate to recreate those 'learning by doing', work-based learning environments?
"Digital Work-based Learning" brings together 2 European Universities specialised in Digital Training (Oberta University) and Dual System of Learning (DHWB) to bring forward the competences of teachers and support staff of schools (4 EQF) and training organisations (trainers, teachers, designers, company tutors, educational coordinators of the 5 and 6 EQF) to oversee the impacts of digitisation on work-based learning methodology.
At this stage, training providers including SFC and CIS in Italy, Panevezio kolegija together with the employer representative associations HANSE PARLAMENT and IPOSZ are engaged in a roadmap of meetings with experts and stakeholders of Education systems in Italy, Spain, Germany, Lithuania and Hungary to answer the questions:
what are the positive and negative aspects of introducing work-based learning digitisation experiences into existing apprenticeship, ITS and other dual and work-based learning pathways?
What features should a good work-based learning practice using digital solutions have?
In order to facilitate the sharing of feedback, we will follow the 6 clusters of "critical factors" for good digital work-based learning experiences as analysed by the Oberta University project partner. The discussion, of about 10 minutes for each block, will focus on:
- TEACHER COMPETENCES NEEDED FOR DIGITAL WBL.
- CONTENTS AND RESOURCES FOR SETTING UP A DIGITAL WBL
- TEACHING AND LEARNING METHODOLOGIES
- INTERACTION - NETWORKED COMMUNITY
- EVALUATION
- GENERAL CHARACTERISTICS AND EMERGING ROLES
The ink to register for the form and participate on 12 July is available here.
The results of the focus group will be preparatory to the next phases of the project, including the definition of the competence profile of the VET teacher to unravel the innovation of pedagogical methodologies, applied to experiential learning techniques.
By autumn, a call will be launched to select 2 or more teachers in Italy who are interested and willing to learn more and participate in a short-term study trip to Germany.
For further details, please contact
The Digital Work-based learning project is looking at what criteria teachers and training providers should take into account when designing, implementing and evaluating a good practice of work-based learning using digital solutions. The first focus Group is scheduled to take place on 12 July at 12 noon online.
The first thing to to when presenting the project is explaining what Digital Work-based learning means. A practical example is given by the training in the use of technically complex equipment, such as industrial welding machines, using augmented reality solutions and simulations, or recreating complex laboratory environments through virtual reality. The European project wonders whether teachers, trainers, and training institutions are prepared to handle not only the pratical aspect of these educational experiences but the whole framework of the digitisation of training?
In recent month - also driven by the need to react to the isolation from Covid-19 - there has been an increase in the offer of commercial solutions providing platforms in order to choose the learning experience based on augmented reality and virtual reality. Are virtual realities adequate to recreate those 'learning by doing', work-based learning environments?
"Digital Work-based Learning" brings together 2 European Universities specialised in Digital Training (Oberta University) and Dual System of Learning (DHWB) to bring forward the competences of teachers and support staff of schools (4 EQF) and training organisations (trainers, teachers, designers, company tutors, educational coordinators of the 5 and 6 EQF) to oversee the impacts of digitisation on work-based learning methodology.
At this stage, training providers including SFC and CIS in Italy, Panevezio kolegija together with the employer representative associations HANSE PARLAMENT and IPOSZ are engaged in a roadmap of meetings with experts and stakeholders of Education systems in Italy, Spain, Germany, Lithuania and Hungary to answer the questions:
what are the positive and negative aspects of introducing work-based learning digitisation experiences into existing apprenticeship, ITS and other dual and work-based learning pathways?
What features should a good work-based learning practice using digital solutions have?
In order to facilitate the sharing of feedback, we will follow the 6 clusters of "critical factors" for good digital work-based learning experiences as analysed by the Oberta University project partner. The discussion, of about 10 minutes for each block, will focus on:
- TEACHER COMPETENCES NEEDED FOR DIGITAL WBL.
- CONTENTS AND RESOURCES FOR SETTING UP A DIGITAL WBL
- TEACHING AND LEARNING METHODOLOGIES
- INTERACTION - NETWORKED COMMUNITY
- EVALUATION
- GENERAL CHARACTERISTICS AND EMERGING ROLES
The ink to register for the form and participate on 12 July is available here.
The results of the focus group will be preparatory to the next phases of the project, including the definition of the competence profile of the VET teacher to unravel the innovation of pedagogical methodologies, applied to experiential learning techniques.
By autumn, a call will be launched to select 2 or more teachers in Italy who are interested and willing to learn more and participate in a short-term study trip to Germany.
For further details, please contact