Development of digital module-based self-organized teaching and learning arrangements for disadvantaged target groups – ModuSOL” Erasmus Project

Project Title

Development of digital module-based self-organized teaching and learning arrangements for disadvantaged target groups – ModuSOL”

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 2017

Project Topics

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

Project Summary

The changes in society as well as in the industry are accompanied by new requirements in teaching and learning.
Especially in the traditional professions (i.e. handicraft) the number of trainees with learning disadvantages is growing. The level of education of the trainees has declined for about 10 years; furthermore, the majority of today’s trainees are young people who come from educationally disadvantaged family structures. About half of the current trainees in the construction industry in Berlin have a migrant background. Current changes suggest that this rate will increase in the coming years. The existing education processes therefore meets no longer the requirements and demands of the vocational training of the youth in Europe.
Therefore, effective educational strategies, concepts and innovative learning approaches, which are more target-group-oriented and up-to-date are required for a more efficient integration and inclusion of these groups. This also promotes securing skilled personnel demand on a regional, national and international level as well as the national and European economy.
Innovative learning processes increase the motivation of the trainees and minimize the terminating rate of trainings, which is up to 40% in many sectors and is one of the major problem areas of securing skilled personnel.
The learning contents conveyed in the former practice through teaching briefings are often not successful in reaching the cognitive understanding of especially educationally disadvantaged learners.
Trainers are therefore regularly faced with the challenge of implementing alternative approaches to the teaching of knowledge and competencies in the teaching briefings.
The European partnership between Lehrbauhof Berlin (leading partner), RegioVision (DE), Decroly (ES), Dundee&Angus College (UK) and INSTITUT INPRO (CZ) have been respond precisely to these challenges with this project to integrate more intensively digitalization into vocational education. A digital module-based and more self-organized learning in the sense of “e-learning 2.0”, which is developed jointly by teachers and learners, made disadvantaged groups participating more in vocational education and training equally.
This formed the basis for the increased development of self-directing competence by self-responsible design of the learning phases, the increase of communication and team competence by group work of trainees with trainers together as well as the increase of the media competence by the producing and realization of digital contents such as videos (some are included to the eBook) and online-quizzes.
Such teaching and learning arrangements have led to changes in the role of the trainer as a learning companion and facilitator, thus expanding the competencies of the teachers.
Teachers and learners formed the direct target group of the project in their joint work and interaction.
The indirect target group has been include trainers in the companies and teachers of the (vocational-)schools (incl. vocational orientation) which participated in the project results as they could use the products and results as well. The developed digital contents do give a new insight into real learning situations and provide a more realistic picture of the professions, which gives the vocational orientation of young people an additional authentic information basis.
A total of 5,000 people has been reached and did benefit from the project.
Teaching and learning methods as well as training systems in the partner countries are different, but all are facing similar challenges. The comparison of different initial situations of the partner countries and the exchange of methods and experiences in the implementation of digital module-supported self-organized learning methods for educationally disadvantaged target groups, with a special focus on vocational education and training, guaranteed the successful implementation of the project (IO1).
Through their complementary experiences and approaches, the partners ensured an efficient implementation of the project objectives.
The various phases of the project (starting, preparation, planning, realization and evaluation) were accompanied and consolidated by clearly structured methods: regular online-questionnaires, self-evaluations, regular project reflection, control of the quality and completeness of the documents, optimized scheduling (e.g. via doodle), milestone plan of the project tasks, project meetings to minimize the risks (risk assessment), quarterly reports for the assessment and evaluation of the finances, compliance with the financial controlling, strategic plans, optimized planning of the meetings and transnational learning activities.
Through the use of the results, the documentation of the partnership and the intellectual outputs (free available eBook in 4 languages and the most common formats) of the project, the transnational co-operation is established and invigorated effectively.

EU Grant (Eur)

Funding of the project from EU: 239695,75 Eur

Project Coordinator

Berufsförderungswerk der Fachgemeinschaft Bau Berlin und Brandenburg gemeinnützige GmbH & Country: DE

Project Partners

• INSTITUT INPRO, a.s.
• DUNDEE AND ANGUS COLLEGE
• RegioVision GmbH Schwerin
• DECROLY S.L.