02 SES 05 A, Educational Change and Development: Perspectives from Research into Digital Media and Web Tools
The recently completed research & development project "Kompetenzwerkstatt 2.0" studied, how the use of an e-portfolio can improve the quality of vocational education and training. For this purpose, a special portfolio was developed as a web-based tool on the basis of User-Story Workshops. In these workshops apprentices had an opportunity to express their expectations and requests. Evaluative feedback has been collected with the help of qualitative interviews and other methods. The feedback has highlighted three main uses for e-portfolios: Documentation For the apprentices it is essential to be able to document tasks and assignments that they have completed. In a similar way they have to provide evidence of separate courses and training schemes that they have attended. With the help of the e-portfolio they can present certificates project reports or presentations and collections of documents. It is also possible for the apprentices to use e-portfolio as support for preparing documents for a job application. Reflection In particular the e-portfolio can be used as support for reflection on learning. This can refer to current situations in the training - to create a picture of their emergence and evolution - or to needs to rethink the background and context afterwards. Here the main aim is that the apprentices – supported by their teachers and trainers – get an overview and a deeper understanding on the occupation in which they are trained. They are expected to get insights into (and understanding on) the respective qualification goals, learning contents and training processes. In this context they are required to develop awareness of their own competences, learning gains and eventual deficits. Shaping of training The use of the e-portfolio as support for social shaping of training is closely related to the above discussed reflection on learning. Such initiatives can arise from special situations that require closer planning or steering of the training process. On such occasions teachers, trainers and apprentices can jointly consider future options for shaping the training process. Here it is essential to reach an adequate situation assessment and to set accents for the subsequent training phases and to identify individually suitable competence areas and means for promoting learning. As a result the project has developed and validated in collaboration with the apprentices, teachers and trainers user-scenarios for apprentice training in craft trade occupations. In a designed follow-up project parallel user-scenarios will be developed also for industrial occupations.
Howe, Falk; Knutzen, Sönke (2012): Entwickeln von Lern- und Arbeitsaufgaben. Konstanz: Christiani-Verlag (Kompetenzwerkst@tt. Praxisorientiert ausbilden! Handbücher für die Ausbildungs- und Unterrichtspraxis, 4). Howe, Falk; Knutzen, Sönke (2011): Beschreiben von Beruflichen Handlungsfeldern. Konstanz: Christiani-Verlag (Kompetenzwerkst@tt. Praxisorientiert ausbilden! Handbücher für die Ausbildungs- und Unterrichtspraxis, 3). Howe, Falk; Knutzen, Sönke (2011): Analysieren und Beschreiben von Arbeitsprozessen. Konstanz: Christiani-Verlag (Kompetenzwerkst@tt. Praxisorientiert ausbilden! Handbücher für die Ausbildungs- und Unterrichtspraxis, 2). Howe, Falk; Knutzen, Sönke (2011): Vom Rahmenplan zum softwaregestützten beruflichen Lernen. Gesamtkonzept. Konstanz: Christiani-Verlag (Kompetenzwerkst@tt. Praxisorientiert ausbilden! Handbücher für die Ausbildungs- und Unterrichtspraxis, 1). Howe, Falk; Knutzen, Sönke (2007): Die Kompetenzwerkst@tt. Ein berufswissenschaftliches E-Learning-Konzept. Göttingen: Cuvillier.
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