Pk ld kostelec_rev


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • 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
  • Pk ld kostelec_rev

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