During the LTTA at the Vocational College Werther Brücke, requirements and possibilities for implementing the core topics of Industrie 4.0 in various qualifying educational programs are being developed.
The qualification areas included basic training programmes (EQF 2), on-the-job-training, e.g. the dual system, and the advanced training for middle management, represented by the technical academy (EQF 6).
On the basis of several curricula with various qualification levels, possibilities are developed to implement the requirements of Industry 4.0 in real educational practice. The process is accompanied by representatives of regional companies, who represent the different levels of qualification in their workforce.
The companies supplement the curricular guidelines with their professional requirements.
They present examples of how the topic Industry 4.0 can be integrated in the company-specific qualification considering different qualification levels.
The third LTTA was held in Wuppertal in March 2020, only few days before the Covid19 pandemic closed more or less everything down in Europe. Our host was Berufskolleg Werther Brücke and we learned how the college is implementing technology within teaching and learning.
During this LTTA the partnership had many interesting presentations followed by discussions on different aspect of implementing the use of technology in teaching and learning. It seems that learner‘s motivation increases when technology is introduces, but it‘s not quite clear if the motivation lasts when the use of technology stops being innovative and becomes a part of everyday teaching and learning.
Implementing tablets can increase motivation and support group work as the learners seemed to be more enthusiastic and into learning when using tablets for their work. Gamification of teaching and learning is also a way of increasing motivation of learners but with the side effect that when learners return to their conventional teaching/learning settings, their motivation seems to decrease.
Teachers are generally willing to implement the use of technology in their teaching but many of them lack training and time for gaining confidence and competence in using ICT within the classroom. There is no doubt that using technology within teaching and learning will only increase in the time to come, but technology will neither be a substitute for the teacher nor conventional class room teaching, it will rather become a part of it all and most likely it will increase learner‘s possibility for individual learning paths.
Technology has made it possible for College Werther Brücke to cooperate with German and Chinese partner schools on establishing virtual student exchange. The learning outcome of this action is extremely broad as it enhances digital competences, social skills, intercultural skills, creativity, innovation and in addition to that has a great entertainment value and enhances students‘ motivation for learning.
The partnership visited a youth prison and learned about how e-learning is used for teaching and learning. The environment puts different requirements on teachers as learners‘ needs are in a way the same but also differs from the learning needs of their peers outside the prison walls. The rules and restrictions are a challenge for both teachers as well as students and have a great impact on the learning environment .
Main results of this LTTA were that digital means need to be embedded in teaching and learning and teachers need a lot of support for doing that. It can be really hard for schools to live up to labour market requirements on keeping up with technology, both because of financial reasons but mostly because teacher lack both time for research on which methods are useful for their subjects as well as time for trying out new methods and technology.