Intellectual Output • 2
IO2 Learner and collaborative centered teaching in WBL paths pedagogical materials and open education resources
Tell me and I will forget
Let me see and I will remember
Involve me and I will understand
IO2 was developed on the basis of the requirements (learning oucomes and skills to be developed) identified in IO1, the Curriculum about learner and collaborative centered pedagogy in Work Based Learning paths. It consists of pedagogical material, Open Educational Resources (OER) and guidelines on the application of learner- and collaborative-centered pedagogies chosen, tested and evaluated during the INAPPME WBL project.
They are pedagogical-didactic resources related to the training activities carried out for teachers in different learning ways:
• online self-learning through the use of open educational resources developed on the basis of bibliographic information provided by Haaga Helia University in the recommended bibliography;
- learning from experience – lab-classroom, job shadowing in the company and application through the use of:
- open educational resources used in formal training sessions;
- teaching materials and toolkits developed by the VET schools with the support of Ilmiofuturo and Haaga Helia University during Group laboratory sessions; this material was used in the pilot test with the students.
- facilitated peer-learning with European colleagues during which a mutual-learning was promoted generated by the comparison of the experiences realized in the different countries.
IO2 also contains a series of teaching materials that the teachers used with their students, which allowed them to immediately apply the learner and collaborative centered pedagogy.
In the output there are basic training materials on the WBL consisting in presentations on:
- Approaches to WBL
- Work-based learning
- Approaches and best practices in work-based learning
- WBL Learner-centered design tools and methods
- Motivate students in WBL paths
- Communities and work networks (development tasks);
- Interaction skills and collaboration tools
- Networks and networks of teachers in WBL courses
- Case studies
- Megatrends and future competences.
These training resources are to be considered as preparatory to learning Learner and collaborative centered teaching approaches in WBL paths.
Then the output is divided into three sections:
1. co-design and application of active teaching methods in the WBL context;
2. career guidance and counseling to support students in their employability in WBL;
3. cooperation VET School-Industry in WBL.
Section 1, "co-design and application of active teaching methods in the WBL context" and developed in Italy, contains a series of training resources which, starting from a framework of the WBL within the evolution of learning theory, presents useful information aimed at promoting the development of skills for:
- The interdisciplinary co-design carried out in team by the teachers in the WBL courses.
- Teaching through an active method, the Inquire Based Learning, which allows the students to shift from a notional logic of receiving knowledge from the teacher, to an active logic in which they create the knowledge, supported by the teacher who becomes a guide / facilitator.
Two types of resources are available:
- Pedagogical-didactic resources for teachers aiming at developing a deep awareness of the WBL and in particular of the interdisciplinary and interorganizational co-planning (School-Company). The pedagogical resources are also related to learning the theoretical background, logic and implementation rules of Inquire Based Learning.
- Toolkit developed for:
- interdisciplinary and inter-organizational co-planning: tools, templates and useful user-guides;
- implementation of Inquire Based Learning in WBL corse: frameworks, checklists, questionnaires, logbooks and other practical tools.
In addition to these training materials, there are also teaching materials used for the realization of WBL paths which include:
- the application of Inquire Based Learning at school;
- the realization of the learning path in a company.
The learning process has been then re-designed basing on the innovations made and represented in a big picture available.
Section 2 "Career guidance and counseling to support students in their employability in WBL", developed in Romania, contains training resources for teachers to improve their skills in motivating students in work-based learning and in guiding and supporting them in developing their future professional career. Two types of resources are available:
- Pedagogical-didactic resources are an important support for teachers to improve personal and professional skills in terms of increasing students' motivation in work-based learning. Information materials on the new teaching methodologies are available, a set of documents useful for job shadowing and a complex action plan useful for guiding and advising students in the conception and development of their career. The resources are also aimed at innovating the pedagogical approach and introducing new methods and activities in the teachers' portfolio to develop their ability to identify, understand and apply the bases of the learning pedagogy through work in the context of VET.
- Digital toolkit developed tank to the collaboration between teachers and the company. There are teaching materials applicable to practice in online classes. These are lesson plans, worksheets, assessment questionnaires for students and teachers. They are solutions that facilitate learning in WBL and help students to develop:
- a positive attitude towards workplace learning and the use of teaching-learning-assessment strategies that stimulate critical and creative thinking;
- a positive attitude, respect and tolerance;
- the motivation for active participation and involvement in the resolution of the task.
- awareness of one's own social role.
Section 3 "Cooperation VET School-Industry in WBL" developed in Turkey, contains training resources for teachers in order to increase their teaching and support skills in the WBL, in particular in building a cooperative relationship with the host subjects ( companies, institutions, etc.).
Two types of resources are available:
- Pedagogical-didactic resources consisting of presentations aimed at:
- the development of teachers' interaction, collaboration and teachers' social networks;
- awareness of the professional identity and empowerment of the teacher;
- the identification of megatrends and future skills.
Digital toolkit containing a theoretical framework of experiential learning based on an article on the Kolb model that inspires teachers during the planning of WBL courses and in the improvement of learning materials. It also contains a series of practical tools that can be used in the design of WBL paths based on effective cooperation between school and industry:
- A seminar plan (model and a sample)
- A Field Trip Plan (model and a sample)
- An activity plan (model and three examples)
- References for the development of evaluation criteria for the examination of the skills of the student used in a specific activity.
A specific section contains guidelines on organizational changes for the application of the new pedagogy, which also contains a series of essential precautions in order to succed. There are several solutions implemented to overcome organizational obstacles that may arise in the implementation of the collaborative learner-centered teaching method in WBL paths. It is the result of the experience gained by the partner schools and of their creative work that allowed them to create the organizational conditions necessary to introduce the innovation proposed by the INAPPME WBL project.
The training resources are accompanied by a series of publications and articles mainly in English.
To sum up, the IO contains pedagogical-didactic material aimed at the training of teachers and didactic pedagogical material aimed at the training of their students.
The output supports teachers in applying a collaborative learner-centered pedagogical method in WBL courses.
The European Commission's support for the production of these publications does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.