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CSEDU 2018, Funchal, Madeira, Portugal

CSEDU has become a an annual meeting plece for presenting and discussing learning paradigms, best practices, and case studies that concern innovative computer-supported learning strategies, web-based distace learning, e-learning technology-enhanced learning, and instituional policies on computer-based learning. CSEDU 2018 provided an overview of the state of the art in all these areas, oulined upcoming trends, and promoted discussions about the educational potential of new learning technologies in the academic and corportaded worlds. 

csedu2018

The conference was comlemented with  two Special Sessions entitled: Analytics in Educational Environments -A2E chaired by Ana Azevedo (Portugal), Blended Learning and quality Enhancement BLQE 2018, chaired by Ebba Ossiannilsson, Sweden.

BLQE 2018, Special Session on Blended Learning and Quality Enhancement, Chair Ebba Ossiannilsson

 

 

 

Ebba Ossiannilsson 
The Swedish Association for Distance Education (SADE), Sweden

The presentation was based on the ICDE Insight Paper which I authored on behalf ICDE

blended learning

The full report can be downloaded here

The Blogpost The Blended learning ecosystem: Taking control and orchaestrating learning pathways at ICDE Blog can be found here

Blended learning embraces personal quality learning. This widely recognized and personalizable method engages, facilitates, and supports learning. UNESCO and the Commonwealth of Learning emphasize this approach, as it makes learning more flexible and convenient. This will help students be part of a global digital society The blended learning model requires changes in the roles of teachers and learners. These changes are accompanied by shifts in ownership and empowerment, where learners become prosumers and orchestrate their own learning regarding time, place, setting, path, and pace. Blended learning involves people as learners, teachers, administrators, technicians, leaders, and managers with a variety of aspirations and ambitions. Clearly, there is a renewed focus on quality, and the blended learning approach is worthy of consideration.

For the quality enhancement discussion the presentation was mainly based on the ICDE research reportby Ossiannilsson, Williams, Camilleri, and Brown , (2015).

Quality models in online and open

At the Special Session BLQE two other presentations were presented as well (six submissions were recieved, and three were accepted after blind paper reviews.  The two others were the EU funded projects the Technical Innovation in Blended Learning-Concepts for the Creation of High Quality Continuous Vocational Education Courses using Multipe Devices (TIBL), by Mazohl, Ossiannilsson, and Maki (2017), and  the Virtual Teachers Toolbox-An Innovatie Tool to Assist the Creation of High Quality Open Distance Learning Courses, (VTT_BOX), by Mazohl, Ossiannilsson, Maki, Ampartzaki, and Kalogiannkis (2017).

TIBL

The Creation of High Quality Continuous Vocational Education Courses using Multipe Devices (TIBL), by Mazohl, Ossiannilsson, and Maki (2017)

 the Virtual Teachers Toolbox-An Innovatie Tool to Assist the Creation of High Quality Open Distance Learning Courses, (VTT_BOX), by Mazohl, Ossiannilsson, Maki, Ampartzaki, and Kalogiannkis (2017).

VTT

 

 The following conference themes wer covered during th  conference

  1. Information technologies supporting learning
  2. Artificial intelligence in education
  3. Learning /teaching methodologies and assessment
  4. Social context and learning environents
  5. Domain applicstions and case studies
  6. Ubiquiotous learning

The CSEDU2018 recieved193 paper submissions from 44 countries, of which 23% were accepted,as full papers. To evaluate each
submission, a  double blind paper reviiew was performed  by the Program Committee, whose members are all highly qualified independent resaercherss in the CSEDU topic areas. I am myself happy and proud to be in the Program Committee. 

The confernce were sponsored by INSTICC, and technically co-sponsored by IEEE Portugal Setion in cooperation with ACM SIGMIS_ACM, ACM SIGITE-ACM, SADE, ASEE, and ATIEF.

 

CSEDU2019 will be hosted in Greece, Creete 2-4 May 2019

Digital Learning to Innovate the VET Sector, Part 1

I am currently working on an ERASMUS+ project AGILE-2-VET: Abilitating DigItal Learning to Innovate VET sector 2021-1-IT01-KA220-VET-000033037. The aim is to develop the ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices. I did an interview on 30 March 2023, with Chat GPT to learn somewhat more about the current development in the field.

Me: Can you shortly tell me about developing the ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices?

ChatGPT: The ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices is essential in today's rapidly changing world. Here are some steps to develop this ability:

  1. Identify the needs: Before implementing online, blended, or distance training and learning, it is essential to identify the needs of learners, instructors, and other stakeholders. This includes identifying the learning objectives, the target audience, and the resources required to deliver the training and learning experience.
  2. Collaborate with digital technology providers: Collaboration with digital technology providers is essential to identify the appropriate technologies to deliver the online, blended, or distance training and learning experience. It is essential to select technologies that are reliable, easy to use, and provide the necessary features to deliver an effective learning experience.
  3. Collaborate with experts in educational technologies and pedagogical practices: Collaboration with experts in educational technologies and pedagogical practices is essential to ensure that the online, blended, or distance training and learning experience is designed using the most effective pedagogical practices and educational technologies. This can include instructional design, learning analytics, and user experience design.
  4. Develop a plan: Once the needs are identified, and the collaboration with digital technology providers and experts in educational technologies and pedagogical practices is in place, it is essential to develop a plan for the implementation of the online, blended, or distance training and learning experience. The plan should include the timeline, resources required, roles and responsibilities, and evaluation criteria.
  5. Evaluate the effectiveness: Once the online, blended, or distance training and learning experience is implemented, it is essential to evaluate its effectiveness. This can be achieved by gathering feedback from learners, instructors, and other stakeholders, analyzing the learning outcomes, and assessing the effectiveness of the technologies and pedagogical practices used.

By following these steps, VET providers can develop the ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices. This will enable them to provide learners with the skills and knowledge they need to succeed in the workforce.

Me: Which models are mostly used in the VET field and introducing and implementing online learning?

ChatGPT: 

There are several models that are commonly used in the VET field for introducing and implementing online learning. Here are some of the most popular models:

  1. ADDIE Model:  ADDIE is a systematic approach to instructional design that stands for Analysis, Design, Development, Implementation, and Evaluation. This model is widely used in the VET field and can be applied to the design and development of online learning courses.
  2. SAM Model:  SAM (Successive Approximation Model) is an iterative instructional design model that focuses on collaboration between designers and subject matter experts. This model is often used in the VET field for the development of e-learning courses.
  3. Kirkpatrick Model:  The Kirkpatrick Model is a widely used evaluation model that focuses on four levels of evaluation: reaction, learning, behavior, and results. This model can be used to evaluate the effectiveness of online learning courses in the VET sector.
  4. Bloom's Taxonomy:  Bloom's Taxonomy is a framework for categorizing educational goals and objectives into different levels of complexity and specificity. This model is often used in the VET sector to design online learning activities that align with specific learning objectives.
  5. Gagne's Nine Events of Instruction:  Gagne's model focuses on the nine events that are necessary for effective learning: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. This model is often used in the VET sector to design online learning activities that are engaging and effective.

These models can be adapted and applied to the design and development of online learning courses in the VET sector to ensure that they are effective, engaging, and aligned with the needs of learners and the requirements of the industry.

Me: Can you write an article on Online learning within the VET sector?

ChatGPT: 

Certainly, here is an article on online learning within the Vocational Education and Training (VET) sector:

Online Learning in the VET Sector: A Growing Trend

The VET sector is an essential part of the education landscape, providing students with the skills and knowledge necessary to enter the workforce. With the rise of digital technology, online learning has become an increasingly popular way to deliver vocational education and training. In this article, we will explore the benefits and challenges of online learning in the VET sector and how it is changing the way students learn.

Benefits of Online Learning in the VET Sector

Flexibility: Online learning allows students to learn at their own pace and in their own time. This is especially beneficial for those who are working or have other commitments. With online learning, students can fit their studies around their other commitments and complete their course when it suits them.

Accessibility: Online learning has made vocational education and training more accessible to students who may not have been able to attend traditional face-to-face classes. For example, students who live in rural or remote areas, have disabilities or are unable to travel to attend classes can now study online.

Engaging Learning Experience: Online learning provides a more engaging and interactive learning experience. Many online courses include multimedia, such as videos, interactive quizzes, and simulations, which help to keep students engaged and motivated.

Cost-Effective: Online learning is often more cost effective than traditional face-to-face classes. With online learning, there are no travel costs, accommodation costs, or other expenses associated with attending classes in person. This makes vocational education and training more accessible to students who may not have the financial resources to attend traditional classes.

Challenges of Online Learning in the VET Sector

Lack of Personal Interaction: One of the main challenges of online learning is the lack of personal interaction between students and teachers. This can make it difficult for students to ask questions, receive feedback, and build relationships with their peers.

Technical Issues: Online learning requires access to reliable internet and technology. Technical issues, such as slow internet speeds, computer crashes, and software problems, can disrupt the learning experience and make it difficult for students to complete their coursework.

Self-Motivation: Online learning requires a high level of self-motivation and discipline. Without the structure of traditional classes, some students may struggle to stay on track and complete their coursework on time.

Changing the Way Students Learn

Online learning is changing the way students learn in the VET sector. It provides students with the flexibility, accessibility, and cost-effectiveness they need to complete their studies. While there are challenges associated with online learning, the benefits far outweigh them. As technology continues to evolve, online learning will become an even more important part of the vocational education and training landscape.

Me: What are crucial for learning design within the VET sector?

ChatGPT: 

Designing effective learning experiences in the VET sector is crucial to ensuring students gain the skills and knowledge necessary for success in the workforce. There are several key factors to consider when designing learning experiences in the VET sector:

  1. Industry-Relevant Curriculum: The curriculum should be developed in consultation with industry experts to ensure it reflects current industry standards and trends. This will ensure students are learning skills and knowledge that are relevant to their future careers.
  2. Learner-Centered Approach: Learning experiences should be designed with the needs of the learner in mind. This includes taking into account their prior knowledge and skills, learning styles, and individual learning goals.
  3. Active Learning: Learning experiences should be designed to encourage active learning. This can include activities such as group projects, case studies, and simulations that allow students to apply their knowledge in real-world scenarios.
  4. Assessment and Feedback: Assessment and feedback should be designed to support student learning. This includes providing timely and constructive feedback on assessments and incorporating opportunities for self-reflection and self-assessment.
  5. Technology Integration: Technology should be integrated into learning experiences to enhance student engagement and interactivity. This can include the use of multimedia, online discussion forums, and virtual simulations.
  6. Professional Development: Professional development opportunities for teachers and trainers are crucial to ensuring they are equipped with the knowledge and skills to design and deliver effective learning experiences. This can include training on instructional design, assessment and feedback, and technology integration.

Overall, effective learning design in the VET sector requires a learner-centered approach, industry-relevant curriculum, active learning, assessment and feedback, technology integration, and ongoing professional development for teachers and trainers. By considering these factors, VET institutions can create learning experiences that prepare students for success in the workforce.

Me: How to apply universal design in online learning in the VET sector?

ChatGPT: 

Universal Design is an approach to creating products, services, and environments that are accessible and usable by as many people as possible, regardless of their age, ability, or background. In the context of online learning in the VET sector, applying Universal Design principles can help ensure that learning experiences are inclusive and accessible to all learners. Here are some strategies to apply Universal Design in online learning in the VET sector:

  1. Use Accessible Technology: Ensure that the technology used for online learning is accessible to all learners. This can include providing closed captions for videos, alternative text for images, and screen reader compatibility.
  2. Provide Multiple Means of Representation: Present content in multiple formats, such as text, audio, and video, to accommodate different learning styles and preferences.
  3. Offer Multiple Means of Action and Expression: Provide opportunities for students to demonstrate their understanding in different ways, such as through written assignments, oral presentations, or multimedia projects.
  4. Design for Flexibility and Customization: Allow students to personalize their learning experience by providing options for font size, color contrast, and other preferences.
  5. Ensure Navigation and Orientation are User-Friendly: Ensure that online learning platforms are easy to navigate and orient learners to the platform's layout and organization.
  6. Provide Clear and Consistent Instructions: Provide clear and concise instructions for all learning activities, including assignments, assessments, and discussion forums.
  7. Engage with Diversity: Incorporate diverse perspectives and examples in course content to promote inclusivity and cultural responsiveness.
  8. Seek Feedback and Continuously Improve: Solicit feedback from students and faculty on the accessibility and inclusivity of online learning experiences, and use that feedback to continuously improve the learning experience.

By applying Universal Design principles to online learning in the VET sector, institutions can create learning experiences that are accessible and inclusive for all learners, regardless of their backgrounds and abilities.

TIBL Teacher training event in Seville, Spain 9-13 May 2018

The European project Technology Innnovation in Blended  Learning  (TIBL) held its first techer training event in Seville, Spain 9-13 May 2018. The project coordinator hosted the event. All parnters were represented and some had several participants as it was a teacher traing event.

 Partners in the project are:

  • The applicant SAFA Coordinator ( Seville) is an important Spanish school foundation focusing on school and vocational education, Coordinator Carlos Guerrero Herrero Dirección Central SAFA Departamento de Formación Profesional 
  • EFQBL is a VET and trainers education organisation Austria Wiener Neustadt
  • DigiLab from the University La Sapienza Rome Italy
  • University of Aveiro south of Porto Portugal are specialised in innovation in technology enhanced training and the related pedagogy.
  • Swedish Association Distance Education SADE is a specialist in Distance Learning and quality enhancement frameworks.

The main intellectual outcomes (IO) for the projct were of course in focus 

  • Trainer’s Toolbox & MOOC
  • Transferability guide and Evaluation Guide
  • Pilot courses (dock inte finansierade)
  •  teacher training eventet diskuterades