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