Team LaWA-E-Learning
Introduction of the team LaWA-E-Learning
If an apprentice spends part of the duration of training in a foreign country he learns and gains a lot – but obviously he will not be able to participate in all classes of the regular vocational education. In order to guarantee that apprentices will achieve a good exam the partners ZWH e. V., LMC and HWK Muenster are developing and piloting an Internet based methodical-didactic concept for attendant vocational education. Teachers from vocational schools consult the team as experts.
Summary of practical experiences – Final report October 2009
IWhat does the term E-Learning refer to in the frame of GVA?
Generally E-Learning refers to the use of electronic media in teaching and training scenarios.
In the frame of GVA E-Learning is:
Based on the first GVA measures, VET schools have made different experiences and hence developed different strategies. This is due to the fact that apprentices quite individually plan and organise their stay abroad. Usually an apprentice coordinates time and duration of a long-term stay abroad together with the home company and the hosting company, and than informs the VET school about the time of absence. Schools are therefore challenged to react flexibly in order to ensure the support of students abroad. In addition differences in school and class organisation are to be considered, e. g. if classes are held on a weekly base or as a block, if relevant exams will be held during the time of absence etc.
Strategies and concepts, which have been developed in close cooperation with schools within the GVA project, in order to ensure that apprentices abroad do not miss lessons are summarised as follows. The overview shows examples and shall serve GVA schools as a suggestion, but it does not claim to be the complete answer.
In preparation of a GVA measure, a learning/teaching agreement should be agreed between the apprentice and the VET school. Apprentice and school agree how the learning matter will be communicated while the apprentice is abroad. Content and way of communication will be agreed on, too. The learning/teaching agreement was developed from a German perspective. It shall serve other VET schools in other countries as a model and can be adjusted to national circumstances.
The practical implementation of the learning/teaching agreement was done as follows:
a) Exchange of learning material between teacher and apprentice
In order to provide suitable Internet based learning materials, teachers may use the GVA-Content-Pool. The Content-Pool is part of the material and quality concepts provided for teachers, apprentices and companies to prepare and support a long-term stay abroad. Freely available links are complemented by Computer or Web based trainings, which are either free of charge or licensed and can be provided within a learning management system (e. g. DLS). An overview of content available online as well as of software tools for the development of learning material complement the content pool.
b) The Communication between teacher and apprentice can be supported by different media:
Media, which are already used at school or by apprentices on a private base, stood the test as suitable communication media. Besides, the possibility to comment on the GVA Logbook has proven to be an applicable mode of communication. In order to structure the communication and to make it more reliable for both sides, the agreement about "consultation-hours" res. timelines for responses is advisable.
c) Modification / Development of E-Learning modules
d) Didactic Models
The overview of didactical models is a summary of suitable didactical scenarios to accompany a long-term stay abroad. The didactical models are meant for teachers alone. The practical experiences show that teachers mainly use the model "Script and Exercises" and the model "Lesson Minutes" in order to support an apprentice's long-term stay abroad. Furthermore, on the basis of their GVA experiences, some schools are developing concepts to supporting stays abroad by learning management systems res. Web 2.0 applications.
Central aspects of the new concept MobiL (Moodle-based intercultural learning) of the VET School Warendorf:
With the aim to use Moodle to support long-term stays abroad, a concept compulsory for all classes is being developed (status spring 2009). A main element of this concept is the "internship diary", which is to be filled in daily by students who are abroad and a forum for communication with class mates and for sharing information and learning material (class minutes, pictures, scripts etc.). An important forum rule is: the person who posts an article is responsible to answer to questions.
Also, within the forum problems occurring while staying abroad can be discussed with contact persons at home.
The internship diary follows a compulsory structure all students have to respect and is to be filled with text and additional pictures, video streams etc. (depending on individual media competencies). The diary is assessed by the responsible teacher.
Currently, the diary is realised as an online-blog and is supervised by a teacher. The blog-system can be integrated in Moodle but also other applications are suitable.
During their stay abroad, students are supported by their teachers via e-mail. In addition Internet applications, which are frequently used by students, are used for communication (e. g. Skype, ICQ). Within the VET school Warendorf a group of teachers is responsible to accompany students abroad, not only one.
As there are only a few suitable Internet based learning materials available, that are suitable to support students abroad, own materials are to be developed (using e. g. Hot Potates www.hotpotatoes.de, eXe www.exelearning.org). The main focus is currently on exam relevant topics.
Benefits of self-made learning material:
The experiences - especially with the first GVA students - have shown that a good preparation and support of students going abroad is necessary. The preparation of the stay abroad should always include the introduction of the E-Learning system as well as organisational aspects.
English Logbook and Internet based Knowledge Base – May 2009
The didactical models have been reworked and complemented after a workshop with the Berufskolleg Warendorf (VET school in Warendorf). Further results of that workshop are a a feedback questionnaire for teachers and a draft of a learning/teaching agreement has been developed.
The Logbook was reworked, too, and the new version is shown under http://cid-7fd6d16d19e4c717.spaces.live.com/. A model Logbook is now also available in English for English speaking apprentices: http://cid-fdaac400b056cd12.spaces.live.com/.
In order to increase the use of the Logbook, concepts for Facebook and Myspace are developed. Further more, the Team E-Learning prepares a draft for an Internet based Knowledge Base of the GVA project.
Companies and Apprentices are online – September 2008
The first companies and apprentices have started up and are online now. So that the apprentices can prepare for learning and working abroad, participating companies have their own learning space within the DLS now and have access to learning material e. g. to learn the language of the host country.
Apprentices who are abroad have to document their experiences and especially what they have learned. Therefore an Internet based “Logbook” was developed and provided in a first version. The logbook can also be inspected and commented by the host and home company.
Training and information material ready – June 2008
Within the project the Internet based education is implemented using the DistanceLearningSystem DLS® which is used by the partners ZWH e. V. and HWK Muenster within the vocational education already. The overall concept nonetheless will be independent of a specific learning platform.
In addition to the DLS handbooks a conference-guideline was developed and a web based training (WBT) regarding the use of the conference-system was developed and provided. In addition an observation guideline was provided.
Team-E-Learning starts up – April 2008
How can vocational education been realised while an apprentice is abroad? What suppositions are necessary? What general conditions are to be considered? Coming from this and further questions the Team E-Learning has drafted out different didactical modules and discussed them with experts.
Considering the question which learning content topics are suited for Internet based education, the partner ZWH e. V. provided a list of available learning material which especially addresses apprentices. Part of this learning material was developed in the frame of other projects and initiatives especially to prepare long term stays abroad.
