How do we prepare vocational teachers for the demands of the digital world

HOW DO WE PREPARE VOCATIONAL TEACHERS
FOR THE DEMANDS OF THE DIGITAL WORLD?
-From Paper Prototype to Teacher Training
D.Sc. Päivi Aarreniemi-Jokipelto
Haaga-Helia University of Applied Sciences,
School of Vocational Teacher Education,
Finland

OUTLINE
 Background
 Paper prototype
 Students
 Learning management systems
 Integrated vs distributed learning model
 Prior competence assessment and recognition
 Guidance and counselling
 Collaborative learning space
 Reflective space
 Discussion and conclusion
1.7.2016Päivi Aarreniemi-Jokipelto
paivi.aarreniemi-jokipelto@haaga-helia.fi
2

BACKGROUND
 A vocational teacher training programme designed by
utilizing a design science approach from 2007-2016.
 a testbed for digital learning and mobile learning solutions;
afterwards, which were utilized in other teacher training
programmes and global educational services provided for
universities and vocational institutions abroad.
 has aimed to meet the challenges of the working world and
digitalization of society.
 The paper illustrates the changes made in the
programme in terms of the learning management
system, pedagogical methods, tools and practises.
3

DESIGN SCIENCE
 A design scientist attempts to engineer innovative
educational environments and simultaneously conducts
experimental studies of those innovations (Brown,
1992). The experimental studies in this study have
been carried out in a web-based teacher education
programme since 2007.
 A step-by-step teacher training programme responding
to the needs of working life and our students’
expectations
4

PAPER PROTOTYPE  5 key features, 2006 -2007
1. A learner-centred approach in which students worked
actively within their own learning processes
2. Be based on collaboration between students
3. It would not be possible to send assignments for
assessment over email. Instead, to become familiar with e-
learning opportunities, social media and cyberspace.
4. Students with basic information communication skills should
be able to study in the programme.
5. In addition to online sections, we decided to include eight
contact days.
5

THE USE OF LMS, EMAILS AND INTERNET IN THE
STUDENTS’ OWN TEACHING, 2008, 245/280
6
0%
10%
20%
30%
40%
50%
60%
70%
Never Occasionally Twice a week Weekly Daily
Learning
environment
Email
Internet

DO YOU USE SOCIAL MEDIA SERVICES IN
YOUR TEACHING?
7
0
50
100
150
200
250
Social networking RSS feeds Blogs Wikis Bookmarks Virtual
worlds
Never
Occasionally
Twice a week
Weekly
Daily

8
0
100
200
300
400
500
600
2008 2009 2010 2011 2012 2013 2014 2015 2016
APPLICANTS AND ACCEPTED STUDENTS
FROM 2008 - 2016
Applicants Accepted

STUDENTS
 Most hold a Master’s or Doctoral degree
 The average age for students is 40 years
 Most of them have family and work duties
 They usually hold jobs as teachers in vocational
schools, but some of them work for other educational
institutions (i.e., universities, basic education schools),
companies or organizations.
 The students are dispersed throughout Finland, but the
majority lives in the capital city area.
 A small number of students live abroad 1.7.2016Päivi Aarreniemi-Jokipelto
9

MOODLE  2010
10
Reasons to abandon Moodle
• Technical problems
• A desire to create novel, more
learner-centred models, which
was not possible on Moodle
• Unattractive

NING, 2010 - 2012
11
• Ning served as a place for learning
materials, assignment instructions,
guidance letters and
communication.
• Several social media services
were integrated into Ning.

2010
 Our objective was to create more engaging visual
learning environments & replace text-format materials
with audio, images, videos and a combination of
different formats.
 Guidance letters  e-zine (Glogster, Knovio, and Voicethread)
 Feedback
 Students active users of social media
12

FROM INTEGRATED LEARNING MANAGEMENT
SYSTEM TO DISTRIBUTED LEARNING MODEL
 The LMS exemplifies using an integrated model in
digital learning. Integrating all learning resources and
activities into a learning environment, it provides easy
access to learners.
 By comparison, the distributed model is a mash-up,
combining user-selected tools and networks on one
administrative interface (Syvänen, Muukkonen,
Sihvonen, 2009). According to the model, students can
build their personal learning environments (PLE)…
13

14
Owner of learning
environment
School,
educational
institution,
university
Teacher, facilitator Student
Number of tools few, limited several few – several
Disadvantages teacher does not
have the desired
tools and
functionalities
students can be
confused if all
teachers use different
tools
teacher has to work
with and learn
several tools
Examples of tools
used in learning
Moodle, Blackboard,
Connect Pro
Google Sites, Google
Drive, Google+
Community/Hangout,
Blogger, Movenote
Google Sites, Google
Drive, Google+
Community/Hangout,
Blogger, Movenote
Advantages All teachers use the
same tools
Learning environment
includes the needed
functionalities from
the learning point of
view
Students have access
to personal learning
environments even
after graduation
Students have the
freedom to use tools
based on their own
desires
Supports lifelong
learning
Access after
graduation
No No Yes
Structure of
learning
environment
Integrated model Between integrated
or distributed model
Distributed model

LEARNING SPACES
15
Learning
environment
Trello
Google+
Community
Google Sites
Google Drive
Whatsup
Peer group
• Co-operation
co-creation
• Sharing
• Peer support
• Motivation
PLE
• Learning
journal/ diary
• Portfolio
Students choose the tools

GUIDANCE AND COUNSELLING FOR THE
LEARNING PROCESS
16
Place of
employment
Facilitator
LEARNER
Team
members
Guidance
counselling
Personalized
learning
Peer
guidance and
Collaborative
learning
Authentic
learning

PRIOR COMPETENCE ASSESSMENT AND
RECOGNITION
17
Work
environment
VAT
Working
context
Facilitating
context
Prior competences
Learning in real
working situations
PERSONAL DEVELOPMENT PLAN
Assessment and
recognition of prior
competences
CURRICULUM
Competence
requirements
The curriculum
describes the teachers’
competence
requirements; beyond
these guidelines, each
student are encouraged
to define his/her
learning objectives, the
learning activities to
achieve these learning
objectives and the
assessment criteria.

GUIDANCE AND COUNSELLING
 Each student has at least three annual guidance
meetings with the facilitator. The student can request
as many guidance meetings as they like.
 Each student must keep an online learning diary and an
online portfolio, both of which are used to guide the
learning process.
 The facilitator also observes students teaching at work
and guides the learning process there.
 Peer group members play a guidance role, an important
part of the process.
18

19
1
1,5
2
2,5
3
3,5
4
4,5
5
2008 2009 2010 2011 2012 2013 2014
PERSONAL GUIDANCE AND
COUNSELLING

COLLABORATIVE LEARNING SPACE
 Peer groups consisting of three to five members
 Each group creates own collaborative learning space.
 A collaborative learning space refers to a cyberspace
allowing a peer group to interact, generate ideas, share
knowledge and experiences, construct knowledge, provide
social support, motivate each other and provide peer
assessment.
 Feedback: increased motivation, peer support exceptionally
strong. Many students have stated that without peer
support, it would be impossible to graduate in a year.
20

REFLECTIVE SPACE
4. Produce a comprehensive
learning story to be podcasted
1. Reflection of individual
experiences of learning process
2. Students present their reflections
to peers of the same team
3. Reflective dialogue with set of
prepared questions
Students used
laptops to
create the
Audioboo
podcast
Organizations and Networks of the Vocational Teacher module
1. Literature research
paper
2. Organizational and
network analysis
3. Joint debriefing in an
organization and network
forum
Teachers used
iPhones to
create the
podcasts
in Audioboo
RELECTIVE SPACE
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DISCUSSION AND CONSLUSION
 There is a need for this type of teacher training
programme:
 The number of applicants has risen by 173 percent over the
last two years
 the overall rating for the programme has been approximately
4,25 on a scale of 1 to 5. Feedback on guidance and
counselling and in other categories has also been very positive.
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DISCUSSION AND CONSLUSION
 We have moved away from the integrated model to the
distributed model, a transformation that better supports
the learner-centred approach we had in mind.
 The most important models of the programme are the
recognition of prior competences, the personalized
learning paths and the collaborative learning space
models. These aspects of our programme have
provided more flexibility to students while meeting the
requirements of our current digitalized society.
23

THANK YOU 
24

How do we prepare vocational teachers for the demands of the digital world

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