Developing and testing innovative blended work based learning in VET Erasmus Project

Project Title

Developing and testing innovative blended work based learning in VET

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for vocational education and training

Project Call Year

This project’s Call Year is 2015

Project Topics

This project is related with these Project Topics: New innovative curricula/educational methods/development of training courses; Open and distance learning; ICT – new technologies – digital competences

Project Summary

The aim of the project was to embed and mainstream the innovation of work based delivery models, piloted as part of the Leonardo MOVE IT (2012-1-GB2-LEO05-08040) project, whilst continuing to advance and understand more about pedagogical approaches in the workplace. The project accounted for the economic and political need to provide increased VET workplace opportunities for young people, across all partner countries, by creating a blended learning methodology that incorporated highly effective learning content with efficient methods of delivery.

Project objectives:
• Develop a flexible blended learning pathway based on learner outcomes for a full qualification / WBL period using the approach and further development of the template produced in the MOVE IT project
• Improve the enrolment and induction process to support learners in the early stages of their workplace learning
• Select 3 of the learning technologies identified in the MOVE IT project and train trainers in their application to develop quality assured, interactive online learning packages as identified in the learning pathway
• Conduct a study on the use of social networking in peer/collaborative learning to improve the pedagogical application and pilot this with learners
• Test and adapt the WBL methodology and interactive learning packages and from this produce recommendations to inform other training providers, policy makers and stakeholders

The project co-ordinator was Myerscough College, a land based and sports college in the Northwest of England delivering work based learning to apprentices throughout England. There were three consortium partners; IPC Groene Ruimte (NL), a training and consulting centre in the area of environmental management, nature conservation, landscape management, forestry, tree care, environmental technology and industrial safety in the Netherlands; The Vocational College of Central Orbothnia (Kpedu, FI), a nationally recognised training provider in Agriculture and Forestry education, providing education for both youth and adults and The Centre of Supercomputing in Galicia ( CESGA, ES), who promote a work environment in the area of high performance computing, communications, and advanced services in the Information and Knowledge Society.

A fundamental core aim of the project centred around two distinct aspects which was a blended approach to the delivery of vocational qualifications using an array of different approaches from face-to-face to the use of technology and on-line platforms, to the intrinsic design of a Virtual Learning environment (VLE) – the latter being a key focus of the project. The project had some real gains in terms of not just focussing on the content of the VLE but more so how it was structured and linked to other systems and processes to make it truly a blended approach. Many of the materials developed enabled the learners to be self-directed and select areas of study relating to the seasonality of their working environment, to be self-paced and study a more interactive development of the content.

Achievements of the project were:
Use of H5P as the software of choice.
Reason: Easy to use and intuitive and didn’t require high level e-learning developing skills and as such tutors can be trained to use the software. H5P has over 40 plugins ranging from course preparation, interactive videos to Flashcards which can be effectively embedded into various VLE’s.
Impact: during the evaluation phase there was strong evidence from learners in terms of knowledge transfer before and after using the interactive video.

Design and structure of the VLE.
Reason: Easy navigation and set out sequentially so that learners can use effectively and engage with the learning process. In most cases the structure followed the specification in terms of requiring learning outcomes to ensure every aspect was covered.
Impact: sites were designed to have a clear introduction showcasing the purpose of each section. Interactive packages either contained a check on learning or led to a quiz at the end so there was real intent and purpose to the structure.

Hardware – Use of Microphones that connect to mobile technology.
Reason: The quality of video captured is exceptional and improves all the time with advances of technology, however the sound quality can sometimes be a concern, especially in noisy outdoor environments.
Impact: A range of Rode microphones were tested.

The impact on the partners was a more efficient delivery of Work Based Learning. Efficiencies arose from reduction in face to face training. Throughout the process the partners developed more dynamic and ready to integrate new technology methods and practices to inspire learners.

At the end of the project an innovative blended Work Based Delivery model will be embedded in partner organisations (NL, FI, UK) using a student-centred pedagogical approach with assessment based on learning outcomes.

EU Grant (Eur)

Funding of the project from EU: 240416,66 Eur

Project Coordinator

Myerscough College & Country: UK

Project Partners

• Keski-Pohjanmaan koulutusyhtymä
• FUNDACION PUBLICA GALLEGA CENTRO TECNOLOGICO DE SUPERCOMPUTACION DE GALICIA
• IPC groene ruimte bv