Swiss vet & dual-t project
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Swiss vet & dual-t project
- 1. The DUAL-T project Developing technology for Vocational Education and Training Beat Schwendimann Mina Shirvani Boroujeni Lorenzo Lucignano Pierre Dillenbourg ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE 1
- 2. 2 ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
- 3. 3
- 4. Learning contexts in Vocational Education and Training (VET) Workplace Inter- company courses Vocational school Apprentice Supervisor Teacher Teacher 4
- 5. Building connections in VET Workplace Inter- company courses Vocational school Apprentice Supervisor Teacher Teacher 5
- 7. Facilitating connections between learning contexts through reflective activities Project 1: Capturing experiences in different learning contexts through learning journals Project 2: Developing tangible interfaces for VET 7
- 8. Project 1: Capturing experiences in different learning contexts through learning journals Three different learning journal platforms No platform for interactive lamp activities 8
- 9. A shared VET platform Workplace Inter- company courses Vocational school Supervisor Teacher Teacher Personal files Apprentice Time ErfahrFluss [“Experience Flow”] Class flow Course flow Company flow Personal flow 9
- 10. Interface views Flow view 10 Comments Tags Comments Tags Comments Tags Comments Tags Color/shape Indicates context Ratings by different users Thumbnail Comments by owner and different users Tags Sharing settings Time
- 11. Interface views Learning journal view 11
- 12. Facilitating connections between learning contexts through reflective activities Project 2: Developing tangible interfaces for VET 12
- 13. Findings from previous EPFL projects 1. New VET learning activities can be enabled by tangible interfaces. 2. The learning effects of these activities depend on the quality of classroom orchestration. 3. Paper-based interfaces can facilitate VET classroom orchestration. 13
- 14. Downside Interactive lamps are expensive. 14
- 15. 15
- 16. Project goals Massification/ Scaleability How can we implement tangible activities in online environments for VET? -> Tangible online learning Orchestration How can we orchestrate the whole cycle of Erfahrraum activities? -> Orchestrating flipped classes for VET 16
- 17. DEVELOPING A LEARNING PLATFORM FOR VET Supporting learning across contexts 17
- 19. SUPPORTING GEOMETRICAL THINKING AMONG CARPENTERS Tangible interfaces 19
- 20. 20
Notes de l'éditeur
- In Switzerland the majority of adolescents commence vocational education and training (VET) after lower-secondary education. There are VET programmes for some 230 different professions.In der Schweizentscheidensich circa 2/3 der JugendlichenfüreineBerufsausbildung.Nach der neunjährigenobligatorischenSchulzeitbeginnen die JugendlicheneineBerufsausbildungbeieiner Firma. Nuretwa 20 Prozent der Schülerbesuchenein Gymnasium, um danachmeisteinStudiumzubeginnen.Die BerufsbildungisteinegemeinsameAufgabe von Bund, Kantonen und Organisationen der Arbeitswelt (Sozialpartner, Berufsverbände, anderezuständigeOrganisationen und andereAnbieter der Berufsbildung). Tax contributions to vocational educations: 3.5 Billion Swiss Francs (2012): ¾ by states (cantons), ¼ by federal government (Bund)Contributions by professional organizationsn: 5.3 Billion Swiss Francs (2009)(https://www.google.ch/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CC0QFjAA&url=http%3A%2F%2Fwww.sbfi.admin.ch%2Fberufsbildung%2Findex.html%3Flang%3Dde%26download%3DNHzLpZeg7t%2Clnp6I0NTU042l2Z6ln1acy4Zn4Z2qZpnO2Yuq2Z6gpJCDdH96e2ym162epYbg2c_JjKbNoKSn6A--&ei=p7k-U8DaFqSBywP8uIDwDA&usg=AFQjCNE6BBKusYvVlBFgYBVCfuTu9a9kpA&sig2=s1VIQVN6KhWoz00JnL6sqg&bvm=bv.64125504,d.bGQ)
- [Connections] Disconnect between between people and spaces (workspace, vocational school, inter-company courses), eg. learning journals are often only used on the workplace but not in vocational school
- Build connections:-Between contexts-Between people-Between documents Transfer involves active interpreting, modifying and reconstructing the skills and knowledge to be transferred Reflective practice / Boundary crossing / re-contextualizationTechnologies could serve as bridges between the school and the workplace as well as between the actors of these different locations: ErfahrRaumWe call this virtual space an Erfahrraum, a construction around two German1 words: “Erfahrung” or ‘experience’ on the workplace side, and “Raum” for ‘room’ on the classroom side. Shared platform
- Validate experiences from workplace through reflective activities in schoolConnect theoretical knowledge from school to practical activities in the workplaceErfahrRaum is an instructional design model rather than a cognitive model. It acknowledges the duality of contexts and the plurality of people.COLLECTLearners collect experience from their daily activities at the workplace and store traces of experience for further reflection. E.g. as pictures, videos, learning journal. But not only merely capturing, it implies selecting and organizing.EXPLOITTeachers make use of (some of) the collected material for reflective activities in the classroom; to give meaning to experiences; give feedback.VALIDATEMaking sense of school knowledge for further practice.The whole cycle will be considered as effective if apprentices can improve the quality, speed or satisfaction of their workplace activities.
- Baker V2 (Fribourg)Cook V2 (Lugano) [PHP]Commercial Employees V1 (Lugano) [PHP]
- Documents from different contexts could be distinguished by different shapes or colors, e.g. one shape/color for work documents, school documents, inter-company course documents. [This way, the "Hauptfluss" symbolizes the ErfahrRaum/ErfahrFluss that brings documents from different contexts (workplace, school, intercompany courses) together.]
- Non-core objects are integrated in 3 formats: * the icon/thumbnail to be placed in the Fluss * the PDF that can be read by a human eye * the original file and the application name (or MIME type) so that the file can be reused in the native application
- Expand the orchestration approach to the whole Erfahrraum cycle, i.e. to include the activities and actors that are not in the classroom and the connections between those actors.