Sub-project Interaction and Didactics: Research and development of new interaction possibilities and didactic concepts for vocational learning with Web 2.0

Summary

Through a work-process-based preparation of the learning content, knowledge transfer and dialogue between skilled workers and trainees are not only to be initiated but also considerably facilitated. The knowledge transfer is to take place both from older to younger skilled workers (professional competence) and from younger to older ones – for example through the imparting of media competence.

By participating in the development and by using an expertAzubi learning platform, the participants are to become aware of their work activity, exchange knowledge and experience with like-minded people, and be able to carry out essential “formal” activities belonging to initial or continuing training (e.g. the training record book) in Web 2.0. Experts (experienced skilled workers and vocational school teachers) are involved in these activities as mentors. By creating and publishing their own learning content in the vocational school class (or through independent learning), the learners are to engage reflectively with theory and practice. In doing so, they are not only to acquire the specialist and practical knowledge for their (future) occupation, but also to acquire media competence and to open up and use the media of computer and internet as useful tools in context.

The project initially aims to promote initial and continuing training in the Weser-Ems region. However, the results of the project are subsequently generalisable and can accordingly be transferred beyond the region.

Project objectives and methods

The scientific and technical objectives of the ITB are divided into the five sub-tasks described below, which on the one hand pursue vocational research desiderata. On the other hand, through cooperation with the project partners, the technical implementation of the project objectives is elaborated and evaluated didactically and domain-specifically in accordance with the intended target groups. The following project objectives and associated tasks are in the foreground for the ITB:

1.    Analysis of the change in skilled work and examination of the related influences on the learning needs of the target groups:

a.    Regional sector description,
b.    Work process analyses.

2.    Implementation of developmentally structured didactic models for the target groups:

a.    Realisation of a developmental instrument for creating didactically prepared user-generated content,
b.    Development of didactic-methodological foundations for the modules of the community and the training record book to be developed.

3.    Development and implementation of an instrument for quality assurance of user-generated content, including a study of existing Web 2.0 content:

a.    Identification of existing Web 2.0 offers in the field of continuing training and determination of their quality assurance instruments,
b.    Development of a systematic approach to ensuring the quality of the learning content of the community of the expertAzubi platform,
c.    Development of work-process-related standards and indicators for assessing the learning content of the expertAzubi platform and comparison with other appropriate communities.

4.    Examination of the learning success of learning with Web 2.0 technologies on the basis of the competence development of the target groups:

a.    Recording of competence matrices of trainees and skilled workers and analysis of the development of competences in the context of learning with Web 2.0 technologies,
b.    Evaluation of the individual and company factors for the competence development of trainees and skilled workers in the context of Web 2.0 technologies.

Research questions

The following research questions are examined in the project:

1.    What consequences does the change in skilled work have for the description of requirements and for the didactic design of a learning community?

2.    Which elements of a learning community are used by trainees and skilled workers to learn in a self-organised and reflective way in the occupational context?

3.    What contribution does an innovative online training record book make to the learning success of trainees?

4.    Which quality indicators are helpful for assessing user-generated content?

5.    How can these quality indicators be integrated into existing quality assurance systems?

6.    How successful is vocational learning with Web 2.0 with regard to the competence development of young people?

7.    How should a competence portfolio be designed to represent successful vocational learning?

8.    Which competences acquired by trainees can be represented in a competence portfolio?

Results/publications

Planned results and publications:

1.    Design of a learning community for trainees and skilled workers

2.    Online training record book and development of competence portfolios

3.    Quality study on user-generated content and instrument for quality assurance

4.    Assessment of vocational learning with Web 2.0