Digitally Enabling 'Learning by Doing' in Vocational Education: Enhancing ‘Learning as Becoming’ Processes (SpringerBriefs in Education)

✍ Scribed by Selena Chan

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 120
• Category: Library

✦ Synopsis

This book introduces, rationalizes and describes some ways to circumvent the challenges of providing ‘hands-on’ learning when programmes with practice-based focuses have to be offered via distance learning. It presents a framework to help deconstruct the many aspects of ‘learning to become’ a professional or practitioner. Then, it demarcates the skills, knowledge and attributes towards ensuring learners are prepared for the exigencies of the future of work. The book details the types of pedagogical approaches, including project/inquiry/problem-based learning, which help assist learners to learn both the competencies and capabilities required. It introduces technology-enhanced learning (TEL) platforms and tools supporting ‘education 4.0’, and presents a series of contemporary research studies on the integration of TEL, which are augmented and updated to allow for the challenges of provisioning opportunities for ‘learning by doing’ through distance learning. Finally, the book proposes recommendations to help ensure that institutions are better prepared for the sustainable shift to distance learning.

✦ Table of Contents

Preface
Acknowledgements
Contents
1 Supporting Practice-Based Learning with Digital Technologies
1.1 Introduction
1.2 Rationale for Better Understanding How to Digitally Support Practice-Based Learning
1.3 The NZ Context
1.3.1 Pre-COVID-19
1.3.2 During COVID-19
1.3.3 Present Initiatives
1.4 Challenges Posed by Shifting Practice-Based Programmes to Digitally Enabled Learning
1.4.1 The Need for ‘Hands-On’ Learning
1.4.2 Multimodalities of Practice-Based Learning
1.5 Overview of Chapters
1.6 Conclusion
References
2 ‘Learning as Becoming’ and Processes of ‘Learning to Become’ and the Role of Technology-Enhanced Learning (TEL) to Support the Process
2.1 Introduction
2.1.1 How Learning as Becoming Occurs Through Learning to Become
2.1.2 The Holistic Nature of ‘Learning to Become’ a Craftsperson
2.1.3 Supporting Learning Through Feedback
2.1.4 The Roles of Digital Technology in Supporting Feedback
2.2 Conclusion
References
3 Technology-Enhanced Learning (TEL) in VET: Theories and Approaches to the Present
3.1 Introduction
3.2 Key Theories Relevant to TEL
3.3 Theories of Learning
3.3.1 Behaviourism
3.3.2 Cognitivism
3.3.3 Constructivist Learning Theories and VET
3.3.4 Constructivism and VET
3.3.5 Contemporary Learning Theories
3.3.6 Practice-Based Learning Pedagogies
3.4 Practice-Based Learning and TEL
3.4.1 Using Video to Support Practice-Based Learning
3.5 Conclusion
References
4 The Future of Work and How It Impinges on ‘Learning as Becoming’, TEL and VET Pedagogy
4.1 Introduction
4.2 Future of Work
4.3 Challenges of Attaining Occupational Identity in a Fast-Changing World
4.4 Responses to the Challenges Posed by the Future of Work
4.4.1 Industry 4.0
4.4.2 Education 4.0
4.4.3 Vet 4.0
4.5 TEL and the Future of Work
4.6 Pre-requisites for Engaging with TEL Practice-Based Learning
4.6.1 Literacies Required to Engage with Digitally Enabled Learning
4.6.2 Aspects of Digital Equity
4.7 Learning Design
4.7.1 Learning Design Processes and Principles
4.8 Conclusion
References
5 VET Learning Approaches for Industry 4.0
5.1 Introduction
5.2 VET Skills, Knowledge, and Dispositions
5.3 Project-Based Learning
5.3.1 Defining Project-Based Learning
5.4 Extending Project-Based Learning to Include Inquiry and Problem-Based Learning
5.4.1 Inquiry-Based Learning
5.4.2 Problem-Based Learning
5.4.3 Individual or Team-Based Learning
5.5 Importance of Personalised Learning Environments for VET
5.6 Authentic Learning When Access to f2f Learning Is Not Possible
5.6.1 Video and Its Contribution to VET
5.6.2 Simulations—A Continuum
5.6.3 Simulations When Physical Learning Spaces Are Not Accessible
5.7 Applying the Push-Connect the Dots-Pull Framework to Practice-Based Learning
5.8 Conclusion
References
6 TEL Supporting VET into Industry 4.0
6.1 Introduction
6.2 The Aspect of Flexible Learning
6.3 TEL Structure for Teaching and Learning
6.3.1 Blended Learning
6.3.2 Digitally Enabled Learning When F2f Contact Is Not Available
6.3.3 Mobile Learning
6.3.4 Non-tech and ‘mblend’ VET Distance Learning
6.4 Learning Design for Digitally Enabled Delivery When F2f Learning Is Not Possible
6.4.1 Learning Activities for Digitally Enabled Learning
6.5 Assessments for Distance Learning
6.5.1 eAssessments for Learning
6.5.2 eAssessment of Learning
6.6 Conclusion
References
7 Implementing TEL in VET 4.0 and Future Possibilities
7.1 Introduction
7.2 Overview of Model of Learning
7.2.1 Rationale for the Incorporation of Flexible Learning
7.3 Recommendations
7.3.1 Preparation and Preparedness
7.3.2 Learning Design
7.4 Future Possibilities
7.4.1 Augmented, Virtual, Mixed, and Extended Reality (AR/VR/MR/XR)
7.4.2 AR/VR/XR/MR and VET
7.4.3 Adaptive Learning and PLEs into the Future
7.5 Summary of the Key Themes
7.6 Conclusion
References
Glossary