Technology in VET

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Technology in VET

  1. 1. Using E-Learning and Multimedia to Develop Technical Skills George Siemens Stephen Yurkiw
  2. 2. Setting the Scene… <ul><li>Drivers of change </li></ul><ul><li>New environment </li></ul><ul><li>Need to implement new approaches to meet needs </li></ul><ul><li>Integrating vocational and technology </li></ul>
  3. 3. Terms <ul><li>Vocational Education </li></ul><ul><ul><li>Skill-based learning </li></ul></ul><ul><li>Elearning </li></ul><ul><ul><li>Technology-enabled learning </li></ul></ul><ul><li>Vocational E-Learning </li></ul><ul><ul><li>Skill-based Technology-enabled learning </li></ul></ul>
  4. 4. Goals of Education <ul><li>Acquire tools for survival </li></ul><ul><li>Discover meaning </li></ul><ul><li>Learning to learn </li></ul><ul><li>More humane communities </li></ul><ul><li>Role in social reform/reconstruction </li></ul><ul><li>Not only to equip to contend with reform, but to initiate </li></ul><ul><li>Secure democracy </li></ul><ul><li>Jerold Apps, Dewey, Lindeman, Bergevin </li></ul>
  5. 5. Goals of Vocational Education <ul><li>To prepare for gainful employment </li></ul><ul><li>Must be close to real world </li></ul><ul><li>Instructor must be successful practitioner </li></ul><ul><li>Curriculum must reflect content of occupation </li></ul><ul><li>Create skill set and attitudes needed to succeed in a particular field </li></ul>
  6. 6. Change in “Teacher’s” Role <ul><li>Due to focus of individual, social objectives and furthering of technical field, teacher is partner with learner </li></ul><ul><li>Teacher is helper, facilitator, guide, encourager </li></ul><ul><li>Student is not object of teaching, but focus of learning </li></ul><ul><li>Bergevin, Lindeman </li></ul>
  7. 7. Learning Ecology What do learners need to learn? <ul><li>Content – text, videos, interactive activities, animations, etc. </li></ul><ul><li>Forums to connect with learners (i.e. replicate real life in career) </li></ul><ul><li>Mentorship – apprentice, instructor/chef </li></ul><ul><li>Access – education outside of a physical location </li></ul><ul><li>Flexibility – education that accounts for life </li></ul>
  8. 8. Reducing Irrelevant Learning <ul><li>Technical students have varying background and skills </li></ul><ul><li>ALL are at different points </li></ul><ul><li>Education needs to permit entry and access based on skill/experience </li></ul><ul><li>Requires complete system change, but the process can be mimicked online – i.e. student controls pace </li></ul>
  9. 9. Stages of Knowing <ul><li>Linking – association between concepts/knowledge </li></ul><ul><li>Reproducing – copying something as taught </li></ul><ul><li>Interpreting – using existing knowledge to recognize needs and guide actions/decisions in new situation </li></ul><ul><li>Applying – applying existing knowledge/skills to solve new problems </li></ul><ul><li>Adapted from Broudy, Smith, Burnett </li></ul>
  10. 10. How Can Technology Meet Vocational Education Goals? <ul><li>Technology as a supplement, not replacement </li></ul><ul><li>Tech improves access & flexibility </li></ul><ul><li>Tech can communicate skills & theories </li></ul><ul><li>Tech – better “quality” assurance </li></ul><ul><li>F2F needed to develop social/industry awareness </li></ul>
  11. 11. Elearning Overview <ul><li>History </li></ul><ul><li>Drivers </li></ul><ul><li>Why is it changing learning? </li></ul><ul><li>How is it changing learning? </li></ul><ul><li>Scope and size </li></ul>
  12. 12. Combining Technology & Classroom <ul><li>Blended </li></ul><ul><li>Saves instruction time </li></ul><ul><li>Increases learning efficiency </li></ul><ul><li>Anxiety and intimidation in regular classroom minimized </li></ul><ul><li>Practice to proficiency </li></ul><ul><li>Variable learning rates </li></ul>
  13. 13. Tools & Technologies <ul><li>Streaming </li></ul><ul><li>Video </li></ul><ul><li>Audio – audio blogging, pronunciation, VoIP </li></ul><ul><li>Internet – LMS, blogging, “simple starts”, email, discussions </li></ul><ul><li>Software – development, delivery, collaborate </li></ul><ul><li>Simulations </li></ul>
  14. 14. Examples <ul><li>Dining Room Skills </li></ul><ul><li>Culinary Arts </li></ul><ul><li>Menu </li></ul><ul><li>Online Course </li></ul>
  15. 15. Our Experiences <ul><li>Culinary Arts </li></ul><ul><li>Hotel and Restaurant Administration </li></ul><ul><li>Teaching right way upfront </li></ul><ul><li>Unlimited repetitive feedback </li></ul>
  16. 16. Results <ul><li>Success indicators – no quantitative data yet </li></ul><ul><li>Initial anecdotal feedback </li></ul><ul><ul><li>Better learning </li></ul></ul><ul><ul><li>Marks same as with traditional classes </li></ul></ul><ul><li>Instructor Observations </li></ul><ul><li>Student Feedback </li></ul>
  17. 17. Student Experiences <ul><li>Student comments </li></ul><ul><ul><li>Engaging </li></ul></ul><ul><ul><li>Fun way to learn </li></ul></ul><ul><ul><li>“I can learn when I want” - Flexibility </li></ul></ul><ul><ul><li>“I’m in control” </li></ul></ul><ul><ul><li>No instructor physically present – disorienting to some students </li></ul></ul>
  18. 18. Implications <ul><li>Technology as a tool </li></ul><ul><li>Elearning meets needs of technical education – access, flexibility, quality </li></ul><ul><li>Theory, skills, relationships, mentorship – can all be taught/enhanced via elearning </li></ul>
  19. 19. What is still needed <ul><li>Administration support </li></ul><ul><li>Model for elearning development – skill based industry (plumbing etc.) </li></ul><ul><li>Tech advances – ability to stream confidently </li></ul><ul><li>Training instructors how to develop and use technology in teaching </li></ul>
  20. 20. Conclusions <ul><li>Change drivers are significant </li></ul><ul><li>New student/industry needs require new approaches </li></ul><ul><li>Continued vocational e-learning can: </li></ul><ul><ul><li>Expand the field </li></ul></ul><ul><ul><li>Improve education </li></ul></ul><ul><ul><li>Result in higher student satisfaction </li></ul></ul><ul><ul><li>Greater organizational quality control </li></ul></ul>

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