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  • Schichten werden abgebaut, welche Arbeiten werden noch selbst gemacht? Welchen Zugang braucht ein MA zu der neuen Technik: Was muß er darüber wissen Welche Aufgaben sind damit zu lösen Es ist nicht damit getan neue Technik im Labor zum laufen zu kriegen

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  • 1. Tools for participative development & evaluation as support for workplace learning Pekka Kämäräinen & Ludger Deitmer Institut Technik & Bildung (ITB) University of Bremen Presentation at the Conference „ Crossing the Boundaries“ Kostelec, 14-15 October 2010 www.trainersineurope.org
  • 2. Overview
    • Background and working issues (2)
    • Tools for participative development of workplace training (2)
    • Working and learning tasks ( WLT) (2)
    • Exemplary case: WLT at the Steelworks (3)
    • Evaluation of Working and Learning Tasks: an exemplary tool SEVALAG (5)
    • Concluding reflections & questions (4)
  • 3. Background and working issues 1(2)
    • Milestones for the development of workplace learning within the German dual system
    • 1997-2003: The BLK innovation programmes ( New learning concepts, Kolibri, Innovelle-BS ) & pilot projects with focus on integrative learning arenas
    • Since 2004 more emphasis on regional initiatives (e.g. IBB 2010 in Bremen) and on national agreements to open more workplace training opportunities ( Ausbildungspakt 2004-2007, 2007-2010 )
    • After 2005 sharper dividing lines between Bund ( workplace training ) and Länder (school-based education), closure of the BLK and its programmes.
  • 4. Background and working issues 2(2 )
    • Current working issues for the development of workplace learning in the German dual system:
    • Heritage of innovation programmes: Local adaptation of new curriculum concepts – not always a success story!
    • Cooperation between learning venues: Curriculum reforms with reduced school budgets and parallel cost-cutting within in-company training?
    • Implications for workplace training: Cost-cutting in training centres and shift to training in real work situations (large companies; contrastive tendencies with small companies)!
    • The role of final examinations: Open issue, whether to use simulation-based learning systems or real working tasks ?
  • 5. Tools for participative development of workplace training 1(2)
    • Outline of tools to support participative development and evaluation of workplace learning
    • (Self-)assessment of competences : Insights into apprentices' prior learning achievements;
    • => In-company training plan: based on characteristic working and learning tasks (WLT);
    • Apprentices’ personal learning plans : cover personal interests (the learner’s perspective) and organisational requirements (the company perspective): the synthesis is a company-specific professional development plan
    • => Formative evaluation and empowerment tools (e.g. the SEVALAG Tool)
  • 6. Learning in a company and with the help of working and learning tasks (WLT)?
    • Learning in a company :
    • Combination of working and learning in real life
    • Specific links between business processes, normal work flow and learning opportunities
    • Core tasks to be learned for a specific occupational training profile
    • Learning via WLTs:
    • Meaningful and result-oriented tasks
    • Contributing to perfor-mance of production or service teams,
    • Mastering new work activities and responding to quality requirements.
    Tools for participative development of workplace training 2(2)
  • 7. Specifying working & learning tasks 1(2) Preliminary analyses …
    • Checklist for trainers :
    • What industry/ trade/ service is to be analysed? (e.g. hotel, travel agency, event management service etc.).
    • What can be considered as central corporate work tasks in the light of the business plan of the company or organisation?
    • What are typical work processes or business processes (e.g. reception, catering, caretaking…)
    • What are more specific work processes and typical work methods to be applied (e.g. telephoning, advising, explaining, consulting, cleaning, preparing etc.)
    • Requirements for employees (telephonist; receptionists; room service; technical house care)
    • Applied equipment (e.g. event technology aids, computer systems, machinery etc).
    • Focal points during work tasks and work processes.
  • 8. Specifying working & learning tasks 2(2) … and systemic development
  • 9. Exemplary case: WLT at the Steelworks 1(3) Ensuring and improving safety at a metal cutter
  • 10. Exemplary case: WLT at the Steelworks 2(3) Ensuring and improving safety at a metal cutter
    • From the initial problem to workable solutions:
    • Accident at metal cutter in one company; security problem identified by trainer
    • Accident analysis to improve safety: cutter should not work when someone enters the safety zone
    • Apprentices develop technical solutions
    • Create ideas, test ideas and ask experts
    • teams of 3 to 4 apprentices work together
    • cost benefit calculation, implementation plan
    • Apprentice teams finalise and present their proposals
  • 11. Exemplary case: WLT at the Steelworks 3(3) Ensuring and improving safety at a metal cutter
  • 12. Evaluation of Working and Learning Tasks: an exemplary tool SEVALAG 1(5)
    • The role of the SEVALAG tool as a exemplary instrument for teams of teachers and trainers:
    • Focus on usability of Working and Learning Task regarding the learning of apprentices and the attainment of qualification goals;
    • Taking into account the potential of WLT and the implementation of the WLT within the curricula for VET school and for workplace learning;
    • Drawing immediate conclusions for improving the currently implemented WLT;
    • Drawing further conclusions for improving the design of future WLTs.
  • 13. Evaluation of Working and Learning Tasks: an exemplary tool SEVALAG 2(5)
    • Learning potential
    • of the WLT
    • 1.1 Development of professional knowledge
    • 1.2 Development of adequate working methods
    • 1.3 Balance between learners’ autonomy and instruction
    • 1.4 Addressing general educational goals
  • 14. Evaluation of Working and Learning Tasks: an exemplary tool SEVALAG 3(5)
    • 2. Competences addressed by the WLT: Insights into the implementation
    • 2.1 Professional competences
    • 2.2 Adequate working methods
    • 2.3 Working independently
    • 2.4 General educational goals
  • 15. Evaluation of Working and Learning Tasks: an exemplary tool SEVALAG 4(5)
    • 3. The shaping potential of the WLT ( Social shaping of work, technology and organisation)
    • 3.1 Typical vocational task
    • 3.2 Work and business process orientation
    • 3.3 Addressing the social shaping skills
    • 3.4 Deepening co-operation between school and enterprise
  • 16. Evaluation of Working and Learning Tasks: an exemplary tool SEVALAG 5(5)
    • 4. Shaping competences developed by the WLT
    • ( Social shaping of work, technology and organisation )
    • 4.1 Developing professional self-awareness
    • 4.2 Enabling development from novice to expert
    • 4.3 Learning to shape work and technology
    • 4.4 Relating theoretical and practical knowledge
  • 17. Concluding reflections & questions 1(4)
    • The role of developmental tools
    • Based on „ easy to handle “, but efficient tools, trainers can develop company-specific training plans.
    • Such tools can give insights into apprentices’ prior learning , optimisation of working & learning tasks and give shape for apprentices’ personal learning plans .
    • Use of joint tools facilitates the in-house cooperation between trainers & learners and gives structures for the external cooperation between trainers & teachers.
  • 18. Concluding reflections & questions 2(4)
    • The use of different tools and facilities should help the trainers and teachers to make better use of identified learning opportunities.
    • The evaluation tools (such as the SEVALAG tool) should help to specify problems and pitfalls that are related to the implementation of WLTs.
  • 19. Concluding reflections & questions 3(4)
    • Statements & questions for the learning café?
    • a) The approach to working & learning tasks (WLT) seeks to develop awareness of holistic learning at workplace !
    • What are the possibilities and the pitfalls?
    • b) The outlined set of tools links s elf-assessment , WLTs and personal learning plans to each other!
    • Could this work in your training contexts?
    • c) Tools like SEVALAG seeks to promote continuing quality development among teachers & trainers.
    • Could this work in your training contexts?
  • 20. Concluding reflections & questions 4(4)
    • Finally:
    • Thank you for your
    • attention & participation!
    • Danke für Ihre
    • Aufmerksamkeit & Beteiligung!
    • Djakuje!