Didactical planning including the different variables of a learning/teaching activity (objectives, target, time, space, technological devices etc.).
Published in Chapter:
Technologies to “Bridge the Gap” among Learning Contexts in Vocational Training
Elisa Motta (Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland), Elena Boldrini (Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland), and Alberto Cattaneo (Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland)
Copyright: © 2013
|Pages: 19
DOI: 10.4018/978-1-4666-2122-0.ch021
Abstract
The dual-track system characterising Swiss Vocational Education and Training (VET) is based on the alternation of three learning locations: the school, the training company, and intercompany courses organised by occupational organisations. In this way, apprentices gain experiences in different contexts, which then have to be connected in a unique knowledge corpus in order to develop real professional competences. However, the different decision-making bodies involved in VET perceive a gap in the learning among the different contexts, for example consistency of work procedures. The two studies presented here focus on mobile technologies and Web 2.0-supported collaborative writing as examples of the use of technology in professional education to bridge this gap. The results emerged in terms of ease of use, perceived usefulness of the artefacts, and in terms of pedagogical added value of the instructional design. The findings confirm that the underlying pedagogical model is valuable and further research is warranted.