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ApprEnt: Refining Higher
Education Apprenticeships with
Enterprises in Europe
Supporting Collaboration and Learning through using
the ePortfolio Approach
Isabell Grundschober, Danube University Krems for VPET18
Danube-University Krems, Austria
www.donau-uni.ac.at
Department of Interactive Media and
Educational Technologies
www.donau-
uni.ac.at/en/department/imb
ApprEnt: Building Bridges
https://pixabay.com/de/manhattan-bridge-new-york-br%C3%BCcke-3341613/, 23.4.2018
University is like teaching a
child how to swim, but never
put it in the water. The
teacher assesses the
movements, the breathing,...
At the end they finally let
them into the water and are
surprised they cannot swim.
(André Zeitler 2018 )
Pixabay CC0, https://pixabay.com/de/sonnenbrillen-menschen-wasser-blau-1284419/
Common misunderstanding: Theory can be
directly applied to practice.
Formal Learning
https://pixabay.com/de/mixer-ger%C3%A4t-k%C3%BCche-ausr%C3%BCstung-576331/ 23.4.2018
Higher
Apprenticeship:
Blending learning
types
• communication skills
• problem-solving skills
• critical analysis
• reflection
• time management
• Teamwork
(Fleming and Eames 2005, S. 28)
...feels natural.
...chances for reflection and development
...constructive, formative and soon feedback
...constructive alignment
It needs...
https://pixabay.com/de/office-business-unternehmen-2360063/ https://pixabay.com/de/universit%C3%A4t-vortrag-campus-bildung-105709/
ePortfolio
&
Mentorship
An ePortfolio is a digital collection of
learning artefacts, showing....
• learning process (learning pathway)
• learning product (outcome)
...and therefore documenting
competence development.
(Hilzensauer&Hornung-Prähauser, 2006, S.4)
Bildquelle: CCO Creative Commons, https://pixabay.com/de/sand-die-sandd%C3%BCnen-fu%C3%9Fspuren-im-sand-1491573/
What is an ePortfolio?
3 Phases of ePortfolio
Implementation
(Barrett 2011)
Phase 1: The Box
CCO Creative Commons, https://pixabay.com/de/verpackung-box-lagerung-offen-voll-24472/
Phase 2: Working
Space/Learning
Diary
CCO Creative Commons, https://pixabay.com/de/gesch%C3%A4ft-arbeitsbereich-schreibtisch-1209705/
Phase 3:
Showcase
CCO Creative Commons, https://pixabay.com/de/bake-shop-cupcakes-anzeige-617693/
Practical Implications
General learning outcomes + negotiation of
individual learning outcomes
Learning Diary:
Continuously
capturing
practice,
processes,
values,
attitudes
Presenting learning process
and outcomes
Collecting feedback
Reflecting process, outcomes, feedback
Alternating
phases of
practice
and theory
1
2
3
4
56
Mentors
Source: http://www.ats2020.eu/classroom-pilot
Role of the Mentor
Grundschober et al (2016), S. 3 u. S. 7
• Dialog-based approach to
identify/evaluate actually
achieved learning outcomes
(both intended and non-
intended)
• Considering context and learner-
identity
The ePortfolio
approach
increases
transversal skills
Information
literacy
Collaboration
and
communication
Creativity and
innovation
Autonomous
learning
Digital
Literacy
Source: http://www.ats2020.eu/classroom-pilot
Practical Implications
• ePortfolio platforms: Mahara, Wordpress, Blogger
• Combined with Learning Management Systems (Moodle)
• Introduction to ePortfolio approach to students and mentors
• Fixed dates for presentations and submissions & feedback
• Feedback via skype, web-conferencing tools
• Peer-feedback activities
• Field visit: Academic mentors visit workplace of their student once per
academic year
• Curriculum review: Each year a conference between academic directors
and representatives of companies to revise the curriculum, training content
& methods
• Mentor Training: Training content in blended learning format
Thank you!
Isabell Grundschober
Department for Interactive Media and Educational Technologies
Danube-University Krems (Austria)
@isabellgru
Isabell Gru
Isabellgru.eu
Literature
• ApprEnt (2018): Higher Apprenticeship Definition. Retrieved from https://apprent.eucen.eu/definition/, 23.4.2018
• ATS2020 (2016): The ATS2020 Classrom Pilot. Retrieved from http://ats2020.eu/classroom-pilot, 23.4.2018
• Barrett, H. C. (2011). Balancing the Two Faces of ePortfolios. In S. Hirtz & K. Kelly (Eds.), Education for a Digital World 2.0 (pp. 291–310). Victoria, BC: Open School BC. Retrieved from
http://openschool.bc.ca/info/edu/7540006133_2.pdf
• Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work Integrated Learning. In S. Ferns (Ed.), HERDSA Guide: Work integrated learning in the curriculum (pp. 1–6). Australia: Higher Education Research and
Development Society of Australasia.
• Fleming, J., & Eames, C. (2005). Student Learning in Relation to the Structure of the Cooperative Experience. Asia- Pacific Journal of Cooperative Education, 6(2), 26–31.
• Grundschober, I., Baumgartner, P., Gruber-Mücke, T., & Sickinger, R. (2016). A Pattern Language for Tacit Knowledge. PUARL Conference 2016, retrieved November 3, 2016,
from https://drive.google.com/drive/folders/0B4I8ECUAe5tNRkhJVm11NUJtWGc
• Hilzensauer, W., & Hornung-Prähauser, V. (2006). ePortfolio. Methode und Werkzeug für kompetenzbasiertes Lernen. Salzburg: Salzburg Research.
• Kaider, F., Hains-Wesson, R., & Young, K. (2017). Practical typology of authentic work-integrated learning activities and assessments. Asia-Pacific Journal of Cooperative Education, 18(2), 153–165
• Polanyi, M. (2009). The Tacit Dimension. Chicago: The University of Chicago Press.
• Polanyi, M. (2013). Personal Knowledge. Towards a Post-Critical Philosophy. Mansfield Centre, CT: Martino Publishing.
• Quillien, J. (2008). Delight’s Muse. On Christopher Alexander’s The Nature of Order. Iowa: Culicidae Architectural Press.
• Schmidt-Hertha, B. (2011). Formales, non-formales und informelles Lernen. In S. Bohlinger & G. Münchhausen (Eds.), Validierung von Lernergebnissen - Recognition and Validation of Prior Learning (pp.
233–251). Bielefeld: Bertelsmann.
• Slepcevic-Zach, P., & Tafner, G. (2012). Input-Output-Outcome: Alle reden von Kompetenzorientierung, aber meinen alle dasselbe? Versuch einer Kategorisierung. In M. Paechter, M. Stock, S. Schmölzer-
Eibinger, P. Slepcevic-Zach, & W. Weirer (Hrsg.), Handbuch Kompetenzorientierter Unterricht (S. 27–41). Weinheim und Basel: Beltz Verlag.
All Pictures Pixabay CC0

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#VPET18: ApprEnt - Refining Higher Apprenticeships with Enterprises in Europe

  • 1. ApprEnt: Refining Higher Education Apprenticeships with Enterprises in Europe Supporting Collaboration and Learning through using the ePortfolio Approach Isabell Grundschober, Danube University Krems for VPET18
  • 2. Danube-University Krems, Austria www.donau-uni.ac.at Department of Interactive Media and Educational Technologies www.donau- uni.ac.at/en/department/imb
  • 3.
  • 5. University is like teaching a child how to swim, but never put it in the water. The teacher assesses the movements, the breathing,... At the end they finally let them into the water and are surprised they cannot swim. (André Zeitler 2018 ) Pixabay CC0, https://pixabay.com/de/sonnenbrillen-menschen-wasser-blau-1284419/
  • 6. Common misunderstanding: Theory can be directly applied to practice.
  • 7. Formal Learning https://pixabay.com/de/mixer-ger%C3%A4t-k%C3%BCche-ausr%C3%BCstung-576331/ 23.4.2018 Higher Apprenticeship: Blending learning types • communication skills • problem-solving skills • critical analysis • reflection • time management • Teamwork (Fleming and Eames 2005, S. 28)
  • 9. ...chances for reflection and development ...constructive, formative and soon feedback ...constructive alignment It needs...
  • 11. An ePortfolio is a digital collection of learning artefacts, showing.... • learning process (learning pathway) • learning product (outcome) ...and therefore documenting competence development. (Hilzensauer&Hornung-Prähauser, 2006, S.4) Bildquelle: CCO Creative Commons, https://pixabay.com/de/sand-die-sandd%C3%BCnen-fu%C3%9Fspuren-im-sand-1491573/ What is an ePortfolio?
  • 12. 3 Phases of ePortfolio Implementation (Barrett 2011)
  • 13. Phase 1: The Box CCO Creative Commons, https://pixabay.com/de/verpackung-box-lagerung-offen-voll-24472/
  • 14. Phase 2: Working Space/Learning Diary CCO Creative Commons, https://pixabay.com/de/gesch%C3%A4ft-arbeitsbereich-schreibtisch-1209705/
  • 15. Phase 3: Showcase CCO Creative Commons, https://pixabay.com/de/bake-shop-cupcakes-anzeige-617693/
  • 16. Practical Implications General learning outcomes + negotiation of individual learning outcomes Learning Diary: Continuously capturing practice, processes, values, attitudes Presenting learning process and outcomes Collecting feedback Reflecting process, outcomes, feedback Alternating phases of practice and theory 1 2 3 4 56 Mentors Source: http://www.ats2020.eu/classroom-pilot
  • 17. Role of the Mentor Grundschober et al (2016), S. 3 u. S. 7 • Dialog-based approach to identify/evaluate actually achieved learning outcomes (both intended and non- intended) • Considering context and learner- identity
  • 18. The ePortfolio approach increases transversal skills Information literacy Collaboration and communication Creativity and innovation Autonomous learning Digital Literacy Source: http://www.ats2020.eu/classroom-pilot
  • 19. Practical Implications • ePortfolio platforms: Mahara, Wordpress, Blogger • Combined with Learning Management Systems (Moodle) • Introduction to ePortfolio approach to students and mentors • Fixed dates for presentations and submissions & feedback • Feedback via skype, web-conferencing tools • Peer-feedback activities • Field visit: Academic mentors visit workplace of their student once per academic year • Curriculum review: Each year a conference between academic directors and representatives of companies to revise the curriculum, training content & methods • Mentor Training: Training content in blended learning format
  • 20. Thank you! Isabell Grundschober Department for Interactive Media and Educational Technologies Danube-University Krems (Austria) @isabellgru Isabell Gru Isabellgru.eu
  • 21. Literature • ApprEnt (2018): Higher Apprenticeship Definition. Retrieved from https://apprent.eucen.eu/definition/, 23.4.2018 • ATS2020 (2016): The ATS2020 Classrom Pilot. Retrieved from http://ats2020.eu/classroom-pilot, 23.4.2018 • Barrett, H. C. (2011). Balancing the Two Faces of ePortfolios. In S. Hirtz & K. Kelly (Eds.), Education for a Digital World 2.0 (pp. 291–310). Victoria, BC: Open School BC. Retrieved from http://openschool.bc.ca/info/edu/7540006133_2.pdf • Ferns, S., Campbell, M., & Zegwaard, K. (2014). Work Integrated Learning. In S. Ferns (Ed.), HERDSA Guide: Work integrated learning in the curriculum (pp. 1–6). Australia: Higher Education Research and Development Society of Australasia. • Fleming, J., & Eames, C. (2005). Student Learning in Relation to the Structure of the Cooperative Experience. Asia- Pacific Journal of Cooperative Education, 6(2), 26–31. • Grundschober, I., Baumgartner, P., Gruber-Mücke, T., & Sickinger, R. (2016). A Pattern Language for Tacit Knowledge. PUARL Conference 2016, retrieved November 3, 2016, from https://drive.google.com/drive/folders/0B4I8ECUAe5tNRkhJVm11NUJtWGc • Hilzensauer, W., & Hornung-Prähauser, V. (2006). ePortfolio. Methode und Werkzeug für kompetenzbasiertes Lernen. Salzburg: Salzburg Research. • Kaider, F., Hains-Wesson, R., & Young, K. (2017). Practical typology of authentic work-integrated learning activities and assessments. Asia-Pacific Journal of Cooperative Education, 18(2), 153–165 • Polanyi, M. (2009). The Tacit Dimension. Chicago: The University of Chicago Press. • Polanyi, M. (2013). Personal Knowledge. Towards a Post-Critical Philosophy. Mansfield Centre, CT: Martino Publishing. • Quillien, J. (2008). Delight’s Muse. On Christopher Alexander’s The Nature of Order. Iowa: Culicidae Architectural Press. • Schmidt-Hertha, B. (2011). Formales, non-formales und informelles Lernen. In S. Bohlinger & G. Münchhausen (Eds.), Validierung von Lernergebnissen - Recognition and Validation of Prior Learning (pp. 233–251). Bielefeld: Bertelsmann. • Slepcevic-Zach, P., & Tafner, G. (2012). Input-Output-Outcome: Alle reden von Kompetenzorientierung, aber meinen alle dasselbe? Versuch einer Kategorisierung. In M. Paechter, M. Stock, S. Schmölzer- Eibinger, P. Slepcevic-Zach, & W. Weirer (Hrsg.), Handbuch Kompetenzorientierter Unterricht (S. 27–41). Weinheim und Basel: Beltz Verlag. All Pictures Pixabay CC0

Editor's Notes

  1. Digitale Artefakte sammeln, in Cloud, am Computer lokal speichern
  2. Chronologisch: Artefakt und Reflexion, also kleiner Text dazu, wie eine Art Lerntagebuch Ich zB in Evernote! Privat gehalten
  3. „Schaufenster“ – alles schön aufgestellt, macht Lust auf mehr, ins Geschäft hineingehen,.... Marketing Employment Tell your Story Primary motivator for most ePortfolio developers Assessment / proof  Auf Lernziele beziehen, verlinken, beschreiben wie man die Ziele erreicht hat  Metakompetenz, wie hat man gelernt, am Abschluss eine Lernphase zurückschauen Beweise für Kompetenzen sammelt und mit diesen in Beziehung setzen Bsp: Linkedin, Xing,...ich zB auf Wordpress
  4. Fachspezifisch: Abhängig vom Fach in dem es eingestzt wird, um was sich das ePortfolio dreht Fächerübergreifende Kompetenzen Zusammenarbeit: Community beim ePortfolio wichtig, auf Wordpress schwieriger als zB auf Mahara, abhängig von Setting – Twitter kann helfen oder Facebook! Kreativität: Gestaltung Blogpost, vernetzendes Denken, etwas neues gestalten, wissen wird generiert Info-Kompetenz: Woher bekommen man Informationen? Wie diese beurteilen? Autonomes Lernen als Metakompetenz: Wohin hat mich mein Lernweg geführt?