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.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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