Abstract

The call to innovate the vocational training has been made over and over in the

recent years. But how does an innovative VET practice looks like? Labour market

demands are changing rapidly and transversal skills are becoming more and more

important. Hence the teaching approach in VET should not only focus on a more

powerful vocational learning environment but should also embed these 21st century

skills. Hence, the main question in this paper is: Can m- and e-learning create a more

powerful vocational learning environment that offers authentic learning tasks or

assignments from vocational practice; challenging learning pathways; opportunities

for the development of transversal 21th century competencies; adaptive learning

support or possibilities for differentiation and a positive and safe collaborative

learning community? The results of the case studies are promising. Photos and

videos help VET students to visualize their learning process and reflect on it.

Edugames offer challenging learning pathways and authentic learning tasks.

Although all case studies offer possibilities to create a collaborative learning

community and reflective practice, several pitfalls are around the corner. And how

promising the results of these case studies may be, changing teachers in the face of

change is probably the most important and difficult challenge.

A recent Malaysian research on vocational education and

training (VET) teaches us that vocational training as a second

choice of education is not only in Belgium but in many other

countries around the world a point of discussion (Mohamed,

Heong, Kiong, & Rashid, 2012). According to his research one

of the reasons why VET in some countries is not successful are

the negative attitudes to manual work and the low prestigious

attached to vocational education (Mohamed, et al., 2012). The

call to innovate the vocational training has been made over and

over in the recent years. But how does an innovative VET

practice looks like?

Vocational pedagogy differs from general pedagogy as its

pedagogic component emphases the technical, hands-on and

technological aspects. VET provides knowledge and skills for an

appropriate professional performance, hence vocational pedagogy

has both theoretical and practical components (Mohamed, et al.,

2012). There is strong evidence that vocational schools that

focus on student-centred learning environments, provide

authentic tasks, offer a challenging curriculum that connects

to the students’ lives and the community in which students live

are most powerful (Placklé, et al., 2014).

Hence, if vocational education wants to be more successful, it

will need to embed these aspects into the VET pedagogy.

However, rethinking vocational pedagogy is not only necessary

because of this negative perception. The industry and society

are changing rapidly and this also has significantly

implications for the learning requirements of workers and for

the pedagogical methods used to facilitate that learning

(Mohamed, et al., 2012). Looking at our present society from a

techno-economic framework, based on what Schumpeter called

creative destruction (Schumpeter, 1975), we know that a

competitive free market economy is driven by clusters of

innovations. These innovations in turn change economies into

long periods of increased productivity that enables the

creation of new industries, jobs, products and services

accompanied by the destruction of the old ones. (Kattel,

Drechsel, & Reiner, 2009). According to Carlota Perez (2009)

this finally leads to institutional renewal and fundamental

changes in a society cause an incremental series of innovations

creates more and more innovation opportunity space, and finally

becomes a dominant design and transforms profoundly not only

the rest of the economy but eventually the whole society. In

other words innovation is according to Perez the root of

economic growth, and thus labour market demands are changing.

According to the in 2006 adopted European Framework of Key

Competences labourers in the 21st century therefore need more

transversal skills like collaboration, entrepreneurship,

innovation, and creativity (Van den Brande, 2010). According

to the European commission (2009) this requires:

“ … pedagogies that encourage learning by doing, by exchange, by

experiments, by risk taking and ‘positive’ mistake making, by creative problem

solving, by feedback through social interaction; by dramatizing and acting the

part, by exploring role models and by interacting with the outside/adult

world.”

Hence, if vocational education wants to be more successful, it

will also need to embed these 21st century skills into the VET

pedagogy. Consequently the teaching and learning approach in

VET should focus more on creativity to produce new ideas,

teaching content should be revised and changed constantly to

meet the needs of time and finally change in and

diversification of learning approach should be implemented

(Mohamed, et al., 2012). Looking at these transversal skills,

we see how these skills match the new ways of learning, or what

is called next generation learning or learning by

collaborating, sharing, anywhere and everywhere (Knockaert,

2012). The cybergogy, or the pedagogy related to this next

generation learning, can be summarized in 5C’s: communication,

collaboration, community, creativity and convergence (Friedman

& Friedman, 2013).

Figure 1: Conceptual map of future learning (Redecker, 2011, p.

9)

Thereupon, the main question of this paper is: Can m- and e-

learning help us to create a more powerful vocational learning

environment (Placklé, et al., 2014) that offers:

authentic learning tasks or assignments from vocational

practice;

challenging learning pathways;

opportunities for the development of transversal 21th

century competencies;

adaptive learning support or possibilities for

differentiation;

a positive and safe collaborative learning community.

A recent study (Torrent-Sellens, Ficapal-Cus, & Boada-Grau,

2014) on the effect of e-learning vocational training on the

employability of the unemployed focuses on following

competences: teamwork, leadership, time and task management,

problem solving, decision making, creativity, analytical

thinking and critical thinking and suggests the usefulness of

e-learning in training for employment to those with fewer

formal qualifications. The results of this study with regards

to the use of e-learning in VET are thus promising but this

study does not give specific information on how to create a

powerful e-learning environment and which tools are most

promising.

To gain a deeper understanding of how m- and e-learning can

help us to create a powerful VET learning environment, several

potential case scenarios of e-learning in vocational training

are discussed in detail in the following paragraphs.

Video as tool for improving reflective learning (CPIT, 2013)

An Australian VET training programme research analysed the use

of situated technology-enhanced learning (STL) to train front

office and reception services skills. Tablets replaced the

teacher-led learning activity. VET students produced their own

videos and received online tutor and peer guided reflective

analysis. Role-play was used as a learning strategy and video

as a tool for improving reflective learning. Three forms of

online feedback were advocated: feed up (are the learning

objectives being met) feed back (what is the performance level

on learning) and feed forward (what does the learner need to do

improve learning). The findings in this research suggest that

videos are helpful in VET when the task is complex, has

multiple steps and includes occasions when students have to

prioritise process tasks. As each aspect of the task is

analysed and accompanied by prompt feedback, research findings

suggest that the student’s learning repertoire was extended,

hastened and led to an increased self-confidence (ibid)

Collaboration in a virtual game environment for vocational

learning (Hamalainen, 2008)

A Finnish research project analysed the use of CSCL (Computer-

Supported Collaborative Learning) to enhance the collaboration

and cooperation competencies in VET through virtual

environments (ibid). The ‘edugame’ used in this research

included 13 sets of vocationally oriented problems, which can

only be solved through collaboration and cooperation. But group

work is especially in a virtual environment challenging as the

team members are often separated in time and space, which

obviously easily hampers their communication (ibid). Moreover,

collaboration does not emerge automatically; the pedagogical

approach of the virtual environment must therefore be developed

in such a way that collaboration is stimulated using

collaboration scripts (ibid). Two scripts were used: the

epistemic collaboration script (instruct learners how to deal

with their task) and social script (how to interact with group

members) (ibid). The different levels of script corresponded

to higher game levels that are reached by solving problems set

in the game (ibid).

The findings of this research suggest that virtual environments

do provide a shared forum not only for access a variety of

online resources new kind but also for content issues, bringing

people together to meet and create new ideas (ibid). Yet,

collaboration was dependent on the learners’ willingness to

work together. All the students felt that the game environment

had offered added value by visual outlining, as compared to the

traditional classroom setting. The study also indicates that

epistemic scripts have potential to make learning more

efficacious in virtual game environments. The scripted

‘edugames’ also offers interesting possibilities as the

different game levels are based on a set of authentic working-

life tasks and competencies are built step by step, and

different professionals have to engage in teamwork (ibid).

The use of mobile and online learning journal (MOLJ) in VET

(Mauroux, Könings, Dehler-Zufferey, & Gurtner, 2014)

In this Swiss-Dutch research a mobile and online learning

journal (MOLJ) for apprentices in the field of bakery was

developed to support reflection on workplace experiences and

contained a recipe book, a smartphone app to take pictures of

workplace experiences, and a learning journal for reflection

(ibid). A learning journal stimulates the reflection on

workplace experiences in VET, and can be done in action (during

practice) or on action (after or before action) (Schön, 1983

cited in Maroux et al., 2014) but needs to be guided by asking

critical and reflective questions or prompts (ibid). The

advantages of MOLJ compared to paper-based ones include the

accessibility of information, the ease of sharing with peers

and the ability of mentors to add comments (ibid).

The results of this research show that the self-assessment of

the mastery of a recipe, the least reflective function of the

learning journal, was used most frequently while the written

reflective functions of the learning journal were used less

frequently (ibid). Especially the part of taking pictures from

the workplace and sharing these seemed to work very well.

Taking these pictures enhanced apprentices’ reflection as the

pictures themselves helped realize if a mistake had been made

or served as a support for discussions with colleagues of

supervisors (ibid).

The findings of this research suggest that the most determining

factors for the acceptance and use of the mobile and online

learning journal by apprentices were their interest in the use

of a smartphone at the workplace, their acceptance of

reflection on workplace experiences through the mobile and

online learning journal, and supervisors’ participation and

provision of feedback (ibid).

ePortfolio as an effective VET learning pathway

In 2006 an environmental scan into the use of e-portfolio

systems in the VET sector was conducted in Australia. They

identified that e-portfolios provide an effective way of

supporting learners move between training, other forms of

learning and employment (Curyer, Leeson, Mason, & Williams,

2007) hence an interesting tool for VET.

According to the European Institute for E-learning an e-

portfolio is:

“a personal digital collection of information describing and illustrating a

person's learning, career, experience and achievements. E-portfolios are

privately owned and the owner has complete control over who has access to

what and when.”

IMS Global Learning Consortium (2005) defines six kinds of e-

portfolios that can be used in vocational education: assessment

e-portfolios, presentation e-portfolios, learning e-portfolios,

personal development e-portfolios, multiple owner e-portfolios

and working e-portfolios. The crucial elements of e-portfolios

are the ‘artefacts’ that provide the evidence of skills,

competencies, qualifications and so on. These artefacts can be

uploaded and stored in many multimedia formats such as pdf-

files, video footage, audiocasts (Curyer, et al., 2007). The

findings of the environmental scan suggest that a well-prepared

e-portfolio can showcase skills that cannot be easily displayed

using other means (Curyer, et al., 2007). Butler (2006)

identified following benefits of e-portfolios in vocational

training: ICT skill development, feedback and communication

facilitation, fostering a sense of pride in one’s own work,

providing rich pictures of student learning and competencies,

engaging students more in the assessment process and reduced

costs of reproduction and the inclusion of privacy features.

Research findings show that e-portfolios also provide a better

understanding of the learning that is required, of the work

environment in which the learning is taking place, and

ultimately improve the learning experience for ATs, their

classroom teachers and VET trainers (Boyle, 2011). However

implementing an e-portfolio in an effective way requires

substantial up-front investment such as planning and providing

adequate training and support for teachers to gain the

additional technical skills and digital literacies to create an

e-portfolio, the consideration of privacy and ownership of

information (Miller & O'Neill, 2011). Students need to be well

prepared as well like understanding how to collect appropriate

digital evidence, having sufficient digital file management

skills (Miller & O'Neill, 2011).

Conclusion and discussion

These different case scenarios show some promising results with

regards to m- and e-learning as a tool to create a powerful VET

learning environment, especially the use of e-tools that help

to visualize the learning process like photos or videos are

considered to enhance the learning process of vocational

learners. Edugames have the ability to create challenging

learning pathways as they incorporate different difficulty

levels and more importantly ‘edugames’ have the potential to

create authentic learning tasks that are fundamental for the

vocational practice. Each of the different case studies offers

possibilities to create a positive and safe collaborative

learning community. But the different case studies teach us

that in order to create such a collaborative learning

environment a script is essential. Not only a script that

structures what a learner needs to learn, but also a script

that structures the interaction with other group members.

Moreover the guidance of a supervisor who prompts the

reflection and gives feedback plays a crucial role when

creating an online learning environment. As the case study of

the e-portfolio demonstrates that an e-portfolio has the

ability to foster a sense of pride in one’s own work and

knowing that vocational training has to deal with a negative

connotation makes the e-portfolio an enticing tool.

A pitfall is that too often it is assumed that digital

technologies will primarily be used for learning purposes

(Guenther, Mc Rae - Williams, & Townsend) or that the younger

‘Facebook’ generation will automatically engage in creating e-

learning just because technology or internet is involved

(Miller & O'Neill, 2011). Miller and O’Neill (2011) suggest

that younger learners may need help to organise themselves

and/or their evidence over ICT support, whilst older learners

may require support to learn how to use the technology while

already having the skills to organise themselves or present

their work/evidence.

In conclusion, these case studies teach us that implementing m-

and e-learning tools need to be well prepared not only on

technical matters but also on implementation and assessment

level. This presupposes an organisational change. However,

organisational change in educational contexts is difficult.

Fullan (2001 cited in Boyle) suggests that nothing will happen

until individuals within the system change, and that the

culture of the organisation can present a major obstacle to

implementing new ideas and practices. Hargreaves (1994) tries

to answer the challenging question ‘What makes teachers change

in the face of change, and what makes them dig in their heels

and resist?’ in his book ‘Changing teachers, changing times’.

According to Hargreaves (1994) practice changes before beliefs

and it is better to think big but start small. Curyer et al.

(2007) therefore suggest to provide training for teachers in

how to best present and managing information in an online

environment. Secondly a school should provide teachers with the

opportunity to create their own professional e-portfolio that

showcases their teaching and technical competencies as well as

houses their professional development plans and reflective

journals. These e-portfolios can serve as good templates for

their learners. For example, the University of Oulu, Finland,

teacher portfolios are being used systematically in order to

develop teachers’ own professional expertise (European

Institute for E-Learning). Curyer et al. (2007) finally suggest

to provide teachers/trainers with on-going support to develop

their understanding around e-assessment.

There is strong evidence that vocational schools that focus on

student-centred learning environments, provide authentic tasks,

offer a challenging curriculum that connects to the students’

lives and the community in which students live are most

powerful (Placklé, et al., 2014).

Do these e-tools provide us tools to innovate vocational

training programmes and provides a student-centred learning

environment with authentic tasks, a challenging curriculum that

connects to the students’ lives and the community in which

students live (Placklé, et al., 2014)? The least we can say is

that the results are promising and should at least be

considered. At the same time these case studies only give a

partial view and it could be misleading when we focus

unilateral on these e-tools to enhance vocational training

programmes. There are more sides to the story of VET innovation

and creating powerful student-centred learning environments. An

interview with prof. dr. Madhu Mala (2014) from Alva’s College

in Moodbidri (Karnataka, India) taught me that innovation in

VET may also be found in the development of a model of

integrated interprofessional approach to service-learning in

community-based practices. This Indian model offers students a

combination of lectures, conferences (supervision sessions),

concurrent community-based fieldwork in collaboration with

students from other fields of study. Students are challenged to

integrate the knowledge they gained from lectures into their

community-based practice during weekly conferences with their

professor. This situated perspective makes it according to

Wegener (2014) possible to illuminate individuals’ commitment,

curiosity and uncertainty as bases for understanding reflective

actions, which can be either supported or constrained by the

social environment in which they are enacted. Again this

approach assumes a change in teaching approach as teachers need

to pay attention to reflective starting points and act more as

a reflection facilitator than a expert. As we already know from

previous paragraphs, positive change in teaching practices is

not as easy as one might assume. Effective planning and

preparation can provide a structure and context for teachers,

as well as a framework for reflection and evaluation (Maughan,

Teeman, & Wilson, 2012). Hence when innovating VET training

programme, whether implementing e-tools or changing the

curriculum towards service-learning community based practice,

the key issue is involving the wider school community in

planning and preparation by giving teachers ownership of

aspects of the change process and involving not only teachers

but also administrators, students, parents and other

stakeholders (Maughan, Teeman, & Wilson, 2012)

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