Dr. Mariya Aleksandrova Ivanova - Innovative Technologies for Vocational Training and Learning – Challenges and Practices in Bulgaria | VocTEL 2015

1. Innovative Technologies for
Vocational Training and
Learning – Challenges and
Practices in Bulgaria
Dr. Mariya Aleksandrova Ivanova,
New Bulgarian University, Business Administration
Department
maivanova@nbu.bg; 0887290543

2. This report presents the practices in
Vocational Learnin Technology in Bulgaria.

3. What has changed in Bulgaria?
Organizations as a result of:
O revolutionary transformations in society,
O globalization and informatisation.
Crucial for the functioning of organizations are not
physical assets and PEOPLE with their potential
and organizational competence.
Continuous training of personnel is not only a
means of enhancing expertise of individual
employees, but also a means of ensuring a stable
organizational development.
Radically change the role, place and importance of
vocational education and training.

4. What has not changed in
Bulgaria?
„We try to use the institutions of the 19th
century to prepare young people for life in
the 21st century.”
Yoram Harpaz
The Branco Weiss Institute
for the Development of Thinking

5. And more….
Traditional professional
education does not meet the
needs of business and the
economy.

6. The factors for change in the
methodology of vocational training
VET in Bulgaria faces the challenge of using the benefits
and potential of information and communication
technologies to provide high quality educational process as
well as maintain practices and outcomes in a spirit of
openness, fairness and international cooperation through:
OParticipation in networks, technology transfer, building
banks of knowledge, development of teaching materials
and sharing experience of their application in teaching,
training and research as a knowledge accessible to all;
Ocreating new learning environments, ranging from
overcoming the distance between schools and complete
virtual training centers capable of providing high-quality
training systems, thus serving social and economic
development and other priorities of society;
Owhile ensuring that these virtual education based on
regional, continental and global networks, function in a way
that respects cultural and social identity.

7. New technologies expand access to VET, by offering
opportunities for innovation in learning content and
teaching methods. The iterative learning methods that
transform information into knowledge and understanding are
essential.
Modern technologies change the role of teachers in terms of
the learning process.
They possess new skills and knowledge to work with modern
information, communication and educational technologies.
The traditional style of learning in which students learn by reading
alone, make assignments or solve problems is no longer
sufficiently effective.
Educational books are complemented with electronic materials,
class rooms are replaced with electronic platforms, discussions
are carried out in internet forums and networks.
Progressive is the method of collective training in which students
work and study in self-help teams sharing experiences and
discussing best practices in the real world.
The teacher acts as a facilitator. Teachers need to come out of
isolation and to encourage students to collaborative research.

8. The Centre for Distance and E-
Learning at NBU expertise in
Vocational Learning Technology
O We present the experience of the Centre for Distance and E-Learning at NBU as an
example of good practice, summarizing the possibilities of application of modern
technologies in vocational education.
O This Centre for Distance and E-Learning was developed as a project – “Development of e-
learning” – in continuation of the experience gained from working on projects “Developing
web-based training” and “Building an electronic library”.
Objectives of the project:
O 1. Development of the training forms: Moving to computerized e-learning with high
flexibility of teaching and learning opportunity for students at a convenient time and place.
Increasing electronic forms of teaching and communication and reducing the volume of
classroom lessons. Prevaling rates of educational center outside.
O 2. Development of resources for e-Learning: Enhancing the effectiveness of the use of
facilities. Increasing the usability of electronic forms of learning - input from teachers,
electronic forums, exchanges between students, providing resources from the library
exchanges with other educational institutions.
O 3. Create a common platform for e-learning: Provide an opportunity to use different e-
learning platforms and selecting the most appropriate. Establishing standards for the
training forms and platforms for e-learning.

9. First step:
Analysis of the current state of e-learning
Resources for e-learning:
OOrganizational resources - Center for Electronic
Materials, with features: Development and
maintenance of electronic training module -
Introduction of educational materials for courses;
Conducting workshops to assist teachers in the
preparation of e-learning materials; Maintenance of
Internet, radio and TV. Design and development of
visual, audio and video: Created and circulated e-
learning material - Multimedia CD; Multimedia
application; Multimedia lecture; Electronic
publications.
OElectronic resources: Website, electronic training
modules, Library electronic resources Electronic
Publishing.
OMaterial resources - computer rooms and
laboratories

10. We found the following shortcomings:
OElectronic educational materials are few and mainly
hypertext.
OOpportunities for electronic communication teacher-
student and student-student used weak.
O There are no standards for e-learning and e-learning
materials.
ONo coordination center to organize e-learning.
OThe available material conditions and resources for e-
learning (equipment and software platforms) are not
connected and the interaction between them is neither
planned nor coordinated.
OTeachers are not trained and motivated to use
electronic materials and electronic communication
training.
OPart of the constructed material resources need
updating.

11. Second step: To improve the state of e-learning, the
following tasks and activities were proposed:
ORegulation of e-learning - Usability Research of existing e-
learning modules;
OProposal for updated standards for school courses-
requirement for online resources and communications to
each course;
OProposal for Standard Weekly;
OSwitching to a single platform for e-learning.
Increasing the usability of the available electronic
resources.
ODigitizing and processing of the teaching materials;
O Introduction of learning materials in electronic training
modules. (Presentations, virtual demonstrations, audio
lectures, movies).
OIntroduction of university publications in electronic training
modules - hypermedia documents containing hyperlinks,
audio and video components, graphics, etc.

12. Introduction of new electronic learning forms:
OConnecting external training resources - inclusion in the
network swapie.com - European Project for development of
electronic communication between students.
OEntering module for synchronous communication (chat)
student-student and student-teacher.
O Development of educational films.
OConnect Moodle's electronic resources in the library
(references, periodicals, books, book chapters, theses, articles,
etc.).
Create a system for continuous study of the practices of e-
learning:
OCreate goal-based programs and e-learning.
OIntroduction of video consultations and exams.
OIntroduction of electronic tests for ongoing evaluation.
O Exchange of electronic resources with other educational
institutions
OThe philosophy of the creative class and problem based learning.

13. Third step: Study was done with students from the professional program who
have some experience and work in 45 companies in Bulgaria
The respondents defined the creativity as the ability to come up with novel and
useful solutions to meaningful problems. The expectations – in what ways business
education could develop the creative talent?
Fourth step: rationalize profesional rogrammes based on the philosophy of the
creative class and problem-based learning
Othe challenge is for educators to design new learning environments and
curricula that really encourage motivation and independence to equip students
with learning skills, thinking and problem solving skills.
ODevelop the learning environment, encouraging risk taking and help students to
work with complex and unpredictable situations where there are no right and wrong
answers.
OBy having real life problems (rather than content) as focal points, students as
active problem solvers and teachers as coaches, the learning paradigm would
shift towards the emphasis and attainment of higher level thinking skills.

14. Suggestions for rationalization of
the curriculum
O The curriculum must be concerned with ‘employability’
including the interrelationship of theory and practice, and
the development of business related skills – risk taking,
innovation and creativity, change management
O Need to develop a collaborative learning culture within the
student cohort
O The use of innovative means of assessment based on
reflection, portfolio building and personal plans
O Creating a ‘Business Like Culture’ throughout the
operation of the programme
O Develop opportunities for students to engage in ‘real life
HRM problems’
O The use of diverse and rich mixture of learning strategies
and tools (brainstorming, role plays, real case studies,
etc.)
O Programme taught modules that are delivered by
interdisciplinary teams including practitioners and
academics
O ‘Blended Learning’ is more than adding ICT to traditional
methods of teaching and Learning

15. Фиг. 1. Елементи на обучителната система
Учене
Дейностии процеси
Методи
Обучавани
Fifth step:
A new teaching
system is being
developed, which
includes:
•approaches,
•technologies,
•processes and
activities,
•defining the roles of
the participants,
•methods of learning
and assessment.

16. Learning Process Design TeamLearning Process Design Team
StudentStudent
Teacher / Course
content expert
Web-specialist
Study design specialist Course
coordinator
Graphic designer Video operator

17. Курсист
Курсов
консултант
Курсисти
Работно
място
Семинарни
занятия
Електронна
комуникация
Електронни
ресурси
Учебни
книги
Електронни
учебни
материали
Телефон/Факс
Учебна
програма
Интернет
форум
Координатор
Аудио/Видео
Материали
Домашни
задания
KEY ELEMENTS OF E-LEARNING PROCESS
Work based
E-portfolio
Work place and professional
standards
Academic e-
portfolio
Study program
competences
Time table, study guide and
courses books
E - tutor marked
assignments feedback
Tutorials – group
learning with tutor
Students
E- Self helps group
Exams and e-portfolio
assessment
Tutors and academic
support staff
Courses website
Tutor Group area
Telephone/ fax
E-mail
Audio, video, CD-ROM for
revision and self - testing
Electronic
resources
StudentStudent

18. Establish is that The best methods for learning
stimulating creativity and innovation are:
O Discussions, stimulating the sharing of ideas and
sharing of experiences;
O Techniques to create imaginary situations and risk-
taking;
O Questions, stimulating considering various options
based on their own experience and innovative practices;
O Real cases of companies;
O Breymstorming;
O Role games
O Techniques for teamwork;
O Information and communication technologies
O Effective learning environment - Web 2.0

19. Innovative methods of the application of Web 2.0 based learning
The applicable instruments implemented in the process of training of professional programs can be grouped into 4
groups:
Environment to work in virtual teams
OGoogle Docs is an online tool that allows multiple users to work on a shared document in real time. Changes can
be easily tracked and attributed to each of the people working there.
OOnline office platform (Web or office) is a kind of office package provided by Web sites in the form of software as
a service. They can be viewed online through the Web browser, regardless of operating system. This allows users
to work together in virtual teams. Web offices are a combination of opportunities for productivity, publishing and
collaboration.
Aids communication
OWeb conferencing is used to conduct live meetings or presentations over the Internet. In such conferences each
participant using your own computer and is connected to others through a global network.
OWebinar is a specific type of web conference as a workshop or lecture. Usually a one-way, from the speaker to
the audience, the latter being limited opportunities for interaction with the participants. Webinar may include inquiry
or question and answer session to enable full interaction between the audience and the presenter.
Means creating a shared knowledge base
OMoodle is an online learning platform where teachers and students meet. Teachers can create courses, manage
files, create tests and to teach in a virtual room.
OYour bookmarks are social practice to preserve the address of the Web site in the Web browser that the user
would like to visit again in the future.
OThe social network is a structure of nodes representing mostly individuals or organizations connected on specific
types of nodes as a concept similar interests, financial gain, friendship, traditions, hyperlinks and more. In
contemporary society, social networks have revolutionized the way people communicate and share information.
Management tools and work on project tasks
OA wiki is a website that anyone can edit. The original wiki idea is that each user in the world can network through
its Web browser simultaneously read and edit a page and therefore to simplify the process of uebredaktirane.

20. Instruments of web 2.0
teaching
O Virtual forms of working environment - Google Docs, Moodle Wiki,
web offices
O Google Docs – web office offered by Google
O Acrobat
O Workspace – web office offered by Microsoft
O Zimbra – web office offered by Yahoo!
O OpenGoo – Open Code application
O Communication assisting tools
O Web conferences
O Webinar – a specific type of web conference in the form of a workshop or
lecture
O Tools for creation of a common knowledge base
O Online learning platform - Moodle
O Social network
O Project work and management tools

21. The key figure – THE STUDENT
His/her competences are matched with the professional
standards for competence.
Determining the deviation from the program’s frame of
competence gives the opportunity for individual development
planning for the student for the duration of the study. This
provides added value to the learning program via achievement
of student’s individual goals and the goals of the program.
Determining the students’ personal and group profiles allows for
choosing the correct learning approaches and methods at the
very beginning of the learning process.

22. The Student
Corrects the discrepancies between:
O intentions and results within the existing
framework by altering his actions.
The transformation is a reflection of:
O studnent’s actions,
O student’s goals
O objective feedback,
which lead to change in his ideology and behaviour.

24. e-portfolio.
O The e-portfolio is a new and very important element of the learning
approach.
O The e-portfolio consists of 2 parts – academic and professional (work-
based).
O The aim of the e-portfolio is to collect the required evidences from the
workplace and the program in order to prove competencies against the
Professional standards.
O The e-portfolio is from one side an evidence for the student’s activities
and progress during the academic program, and from the other side –
a tool for assessment of professional competencies.
O Key elements of the E-portfolio: Library and resources; Information for
student – CV, prior-learning accreditation results, etc.; Reports –
preliminary managerial report, managerial research report; Plans for
Continuous professional development; Different types of evidences
from the workplace and learning activities ; Storyboards; TMAs ;
Comments and feedback from tutors, colleagues; Self-evaluation and
evaluation, etc.

25. Chosen Standards
Standard
Core
management
Standard
People
management
and development
Standard
Elective
specializations
Standard
Applied Personnel
& Development
Download
and complete
CPD record
PA suggests changes
and additional evidences
Candidate started builds
Portfolio
Has advisory contacts
with PA
Portfolio
material is agreed & ready for assessment
ChartChart A: Candidate builds and prepares Portfolio for AssessmentA: Candidate builds and prepares Portfolio for Assessment
Candidate portfolio area now is available for assessment
Candidate
includes evidence
materials in e-portfolio
Assessment plan meeting
Assessment and Certification
Standards self
self
Diagnostic Meeting
Diagnostic Meeting
Candidate
attends Portfolio Development Workshop
Candidate forum
Additional resources

26. WEB - based assessment
The main objectives of the system are:
OTo facilitate the processes of preparation for assessment and the proper
assessment, verification of assessment and feedback
OTo support stakeholders with information about the process, their duties in
different stages, communication with peers and assessment center personnel
OTo increase the speed of the operations
OTo increase (facilitate) the access to the system and communications among
stakeholders from distance
OTo increase transparency of the assessment process
OTo increase the rigor of quality assurance procedures
OTo facilitate 360 degree assessment and processing of information
OTo minimize paper work
OTo give additional opportunities for type of evidences presented (e.g. video,
audio, voice, etc.)
OTo structure the activities of candidates
OThe WEB – based system is designed to support the collaborative work of all
the actors of the Professional Assessment Center (PAC) process.

27. Web 2.0
O As means of effective communication it assists in learning and development;
O Develops digital competence that assesses the aspects of business and
public sector
This environment assists in the transition:
O From hierarchical structures, based on courses and topics to more student-
centered networks;
O From students as knowledge users to students as knowledge creators;
O From information distribution to more horizontal models of information and
knowledge sharing (shared learning, learning is self-assisted groups);
O From learning management systems (LMS) to personal learning
environments (PLEs);
O Stimulates the knowledge transfer and sharing, as well as creation of
knowledge and artifacts by students;
O Stimulates the creation of personal portfolios.

29. Conclusion
O Traditional methods and technologies for teaching do not meet the expectations of the students.
The process of change requires the design of learning environments that manage differences and
a new philosophy of education for the construction of the creative class. This environment implies
problem-based learning. Designs a new training system including approaches, technologies,
processes and activities, defining the roles of the participants, learning methods and
performance assessment.
O The key figure is the student with its competences that correlate with professional standards and
competency profile. Establishing deviations from the competency framework of the program
allows for individual development planning trainee for a period of learning, which adds value to
students from his training by achieving individual goals and objectives of the program.
O The establishment of individual and group profiles allows students to choose the appropriate
methods and approaches to learning in the early learning process. The team responsible for the
design of the learning process is composed of: teachers and trainers, and in the creation of e-
learning course includes also a graphic designer, videographer and web specialist. Applying a
combination of full-time training courses through electronic resources and transformational
learning is a complex process. Learners correct the discrepancies between intentions and results
within the existing framework (worldview) by changing their actions. Transformation is a reflection
of the actions of the learner, its goals and objective feedback that lead to a change in his outlook
and behavior.
O The proposed model for learning overcomes problems such as lack of competence to practice
relationship, a strong academic focus and using only traditional approaches to education. It
responds to the new realities of the business environment using modern educational technology.
The results show the benefits of specific ivnovative practices to achieve practical knowledge
applicable to the formation of "thinking practitioners". Achieving functional, personal and
intellectual competence for the construction and validation of modern business by improving the
performance of work, corresponding to European professional standards is a guarantee for
success and sustainability.