A learning context that is paradigmatic of the necessity for a learner to cope with different contexts and by integrating different kinds of knowledge. Especially in the German-speaking contexts, but also in other countries, such as Denmark, it is structured on a dual system, alternating between school-based and work-based learning phases. Sometimes, as in the Swiss case, the system becomes a trial as it incorporates a third institutionalized learning context called “intercompany courses.”
Published in Chapter:
Using Technologies to Integrate Vocational Learning in Multiple Contexts
Alberto Cattaneo (Swiss Federal Institute for Vocational Education and Training, Switzerland) and Carmela Aprea (Swiss Federal Institute for Vocational Education and Training, Switzerland)
Copyright: © 2014
|Pages: 16
DOI: 10.4018/978-1-4666-6046-5.ch050
Abstract
Due to various influences and developments, learning nowadays must be conceived as a lifelong process that occurs within and among different formal, non-formal, and informal contexts. However, learning poses new requirements for individuals as it urges them to cope with diverse and dynamically changing perspectives, articulate these diversities, and reconcile them into a meaningful whole. In this chapter, the authors present theoretical and empirical evidence that accounts for the potential of technologies as facilitators for connecting and integrating learning across different contexts. Given the authors' specific expertise, they particularly focus on learning in vocational and professional settings.