Session Information
02 SES 07 A, Digitalization II: Didactical Concepts
Paper Session
Contribution
As the current policy-analyses in the EU-funded TACCLE4 project indicate, promotion of digital competences has become a major priority in education and training policies (see http://taccle4cpd.eu/). Whilst the issue was earlier discussed as ‘digital literacy’, recent developments have brought forward the need to promote more focused digital competences
This paper builds upon the work of a series of European cooperation projects that have developed training concepts for teachers and trainers with focus on promoting digital competences. Whilst the prior TACCLE projects (TACCLE1, TACCLE2, TACCLE3) have worked in the field of general education, the Learning Layers project focused on learning in working life (taking into account the contribution of vocational education and training (VET).
The TACCLE projects started working at an earlier developmental stage of digital media, web resources and mobile devices. The aim of the projects was to develop pedagogic support for teachers to shape their own e-learning concepts. As a contrast, the Learning Layers project aimed to co-design, co-develop and introduce digital tools that support learning in the context of work. In both sets of projects training of teachers and trainers served as a support and as proof of concept for the project work.
The evolution of the TACCLE projects was characterised by successive specialisation regarding the educational contexts for promoting digital competences and in the way digital competences were linked to the subject matter for teaching and training:
TACCLE1 project shaped the first TACCLE handbook as a generic introduction to digital tools and web resources and into their use by classroom teachers (see Hughes 2009). Alongside this work the project developed also the concept of TACCLE courses.
TACCLE2 project shaped parallel handbooks for different subject domains (sciences, humanities, creative arts), for key skills and for primary education. Likewise, the TACCLE courses started to focus on different subject areas.
TACCLE3 project addressed the digital competences of teachers who teach programming and coding in primary education as well as the general competences required to teach logic and computational thinking.
The training activities in the Learning Layers’ Construction pilot were started as generic introduction to digital tools and web resources (as in the earlier TACCLE courses). At a later stage a training campaign was shaped as a series of “Theme Room” workshops with specific sets of training materials and learning tasks (see [Author 1] et al. 2017b and [Author 1] et al. 2017e). In the final phase of the project the shaping of the digital toolset “Learning Toolbox” led to further processes of peer learning and peer tutoring among the full-time trainers who had been involved in the previous training campaigns (see [Author 1] et al. 2017c and [Author 1] et al. 2017d).
Parallel to the Learning Layers project the EU-funded EmployID developed an approach to support peer facilitation and peer coaching with the help of online learning platforms (see Schmidt & Kunzmann 2016 and Wolf et al. 2018).
Currently, the TACCLE4 project has the task to shape concepts and models for continuing professional development of teachers/trainers to promote digital competences. This provides a challenge to ‘scale up’ the prior TACCLE courses or the training campaigns of the Learning Layers project. Also, this requires a shift of emphasis from training of individual teachers/trainers to training of training providers. From this perspective the current TACCLE project has an interest in exploring and adapting (in appropriate way) the recently published European Framework for the Digital Competence of Educators (DigCompEdu), see Redecker 2017.
Thepaper reports on the re-examination of the above-mentioned training concepts in TACCLE, Learning Layers and EmployID projects and on the analysis of DigCompEdu framework. These analyses contribute to the ongoing work of the TACCLE4 project.
Method
The research question to be treated in this paper are the following ones: • How can exemplary cases of TACCLE training and Theme room training be used as a basis for continuing professional training (CPD) schemes in the field of VET? • How can the prior cases be updated with the functionality of Learning Toolbox and in the light of new cases of using Learning Toolbox? • How can the exemplary cases be linked to the DigCompEdu framework in terms of promoting digital competences of diverse learners and with focus on different contexts of knowledge utilisation? The authors analyse prior cases of TACCLE handbooks, online learning aids as well as training experiences with TACCLE courses. In a similar way the authors analyse the Theme Room training and the peer learning cases with introducing the Learning Toolbox. Expert interviews with former participants/ tutors in TACCLE courses and in the Theme Room training are used as the basis of these analyses. The results of the analyses are based as ‘case stories’ or ‘learning scenarios’ for the future CPD schemes. The usability of Learning Toolbox is analysed from the perspective of supporting vocational training in different trades, self-organised learning of learners and peer tutoring among the trainers. Also, the potentials of Learning Toolbox in scaling up CPD schemes is discussed in the light of the interviews. In addition to these analyses the authors discuss the experiences with online learning platform as support for peer facilitation and peer coaching in organisational contexts in the EmployID project (see Wolf et al. 2018). The role of the DigCompEdu is discussed from the perspective of using it as support framework for shaping CPD schemes and for strategies to scale up the promotion of digital competences. From this perspective the authors examine the DigCompEdu reference levels of digital competences, outlines for integrating digital competences to (vocational) domain-specific learning and to knowledge utilisation in the field (see Redecker 2017).
Expected Outcomes
Whilst the TACCLE4 project is primarily a development-oriented project, the research interest lies in the following transitions of perspective: • Revisiting the experiences from pioneering training activities as means to shape training concepts for wider use in peer tutoring and in training the trainers; • Comparisons between training practices in the earlier phases of the projects vis-à-vis training alongside programming and use of advanced tools or toolsets; • Clustering of the exercises with digital tools and web resources into ‘essentials’ and linking them to domain-specific working and learning tasks. • Shaping further progression models for promoting digital competences with reference to project-based vocational learning; • Transferring the experiences with peer tutoring, short courses and training campaigns into guidance for training providers and multiplier-organisations. Here the paper seeks to fill a gap in general research literature and in the documentation of the projects that it re-examines. So far, the main thrust in the TACCLE projects had been in the production of user-oriented teaching aids or domain-specific teaching/learning materials (see Hughes 2009, http://taccle2.eu and http://www.taccle3.eu/en/). In the Learning Layers and EmployID projects the main thrust has been in shaping the innovation concepts to support workplace learning with digital tools and web resources. In the documentation the emphasis has been on the making transparent the co-design processes, the tool deployment and the training measures as they have been carried out (see Burchert et al. 2014, [Author 1] et al. 2017a and Wolf et al. 2018). Also, the transfer issues have been discussed from the perspective of promoting the new technologies rather than enhancing the digital competences of new users (see [Author 1] 2018).
References
Burchert, J., Hoeve, A. & [Author 1] 2014: Interactive Research on Innovations in Vocational Education and Training (VET): Lessons from Dutch and German cases. International Journal for Research in Vocational Education and Training (IJRVET). Vol. 1 No 2. (2014). Hughes, J. (ed.) 2009: TACCLE – Teachers’ aids in creating content for Learning Environments. Teachers’ Handbook for e-learning. GO! Onderwijs van de Vlaamse Gemeenschap – Internationalisation department. Brussels. [Author 1] et al. 2017a: Accompanying Research and Participative Design in the Pilot Activities with the Learning Toolbox (LTB), (M-10) http://results.learning-layers.eu/methods/accompanying-research [Author 1] et al. 2017b: Training Interventions as Capacity-Building for Digital Transformation in Vocational Education and Training (M-11) http://results.learning-layers.eu/methods/training-interventions [Author 1] et al. 2017c: Learning Toolbox (LTB) as Support for Action-Oriented Learning in the Apprentice Training (S-09) http://results.learning-layers.eu/scenarios/action-oriented-learning/ [Author 1] et al. 2017d: Use of Learning Toolbox by Bau-ABC Trainers and Apprentices (C-11) http://results.learning-layers.eu/impacts/c-11/ [Author 1] et al. 2017e: Multimedia Training for and with Bau-ABC Trainers (C-12) http://results.learning-layers.eu/impacts/c-12/ [Author 1] 2018: Reorientation of innovation researchers at the end of the innovation project – Case study on research challenges in the follow-up of phase of the Learning Layers project. In Moreno, L., Teräs, M. & Gougoulakis, P. (Ed.) Vocational Education & Training – The World of Work and Teacher Education. Vol. 3: Emergent Issues in Research on Vocational Education & Training. Premiss Förlag. Stockholm. Redecker, C. 2017: European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y (Ed.) EUR 28775. Publications Office of the European Union. Luxembourg 2017. Schmidt, A., Kunzmann, C. (eds.) 2016: Empowering Change in Public Employment Services: The EmployID Approach. https//employid.eu Wolf, C., Schaefer, T., Curkovic, K., Vlahovic, T., [Author 2], Tschank, J. 2018: Empowering Public Employment Service Practitioners’ peer facilitation with peer coaching training. International Journal of Evidence Based Coaching and Mentoring 2018, Vol. 16(1), pp.95-109 TACCLE project websites http://taccle2.eu (access to TACCLE handbooks for STEM, Humanities, Creative arts, Key skills, Primary education) http://www.taccle3.eu/en/ (access to teachers’ aids in for teaching coding and programming) http://taccle4cpd.eu/ (access to policy analyses, toolkit, blog articles and specific contributions to educational sectors)
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