Intellectual Outputs

Review, analysis and proposal of conceptual framework of the digital pedagogy in VET, with special focus on WBL

• A1. Concept framework (Review, analysis and proposal of conceptual framework of the digital pedagogy in VET, with special focus on WBL)

Concept framework will review, analyse and propose new conceptual framework in digital pedagogy that will focus on the WBL environment. This will define markers needed for development of digital course curricula as it will assess needs of VET teachers when facing difficulties in teaching in blended or digital environment. Sectorial merits of VET teachers will also be addressed in the framework. As a sub-activity EVBB will prepare and disseminate in their network of members, as well as other partners a short online survey to identify possible examples of good practice in the field of innovation in use of digital tools in VET and WBL. Findings of the survey will be analysed and feed into the creation of Framework.

• A2. Definition and translation of final joint framework

In the final document, all partners will contribute in revising and defining the final version of the joint framework.
The framework created will be translated in all national languages for widespread use.

Results:

Development of digital course curricula

• A1. Development of digital course curricula

This part of the activities will develop digital course curricula with the clearly defined parameters for the course implementation and piloting.

• A2. Definition and translation of digital course curricula

After the course is prepared following the concept framework all partners will have opportunity to define and translate digital course curricula.

• A3. Course piloting

Course will be piloted with the associate partners each partner has chosen at their discretion.

Development of digital course

• A1. Development of the course

Following the concept framework and digital course curricula, this activity will utilise these documents and prepare course which focuses on digital competences, digital tools and project-based application of the new competences.

• A2. Production of the course digital materials

Partners will produce set of digital materials (lessons, videos, simulations, assessment tools, etc.), including with exemplar learning scenarios, which when all combined will make a digital e-learning course.

• A3. Course piloting

Course will be piloted with the associate partners each partner has chosen at their discretion. Pilot teachers will be supported by their national partner organisation, which will also serve as a help-desk through out the pilot period. Following pilot phase each partner will prepare a pilot report.

Platform Development

• A1. User Requirements for Web Platform

The user requirements will be defined in this task, thus defining the functionalities available in the Web Platform, such as types of tools to be used, social network specification and functionalities, types of formats accepted etc. Based on these user requirements, the specifics for the platform implementation will be decided (including the type of platform that will be developed).

• A2. Educational Content Preparation and Creation

In this task UCY will prepare templates for the educational modules and scenarios that will be hosted in the Web Platform and a series of mock scenarios where a user will interact with the provided educational material. This defines how the structure of modules and scenarios will be presented in the Web Platform. All the training material will need to be prepared according to these specific requirements so that they can be integrated into the Web Platform. Instructional material will be translated in all specified languages in this task.

• A3. Web Platform Design and Development

The Web Platform will be designed and developed based on the specifications of Task A1. The platform will utilize tools that will be integrated in the functionality of the platform that will assist the evaluation and assessment of VET students and will be a valuable asset in general of the VET teachers.

• A4. User Acceptance Testing of Web Platform

Once developed, the Web Platform will be prepared. This pilot study will prove fruitful with the assessment of the end-users as it will mark the areas where our e-Learning Platform might need some improvement and also the parts where it impressed them (this will be used as positive feedback and will be reproduced, if possible, in any other similar aspect of the project).

• A5. User Manual

The manual will be drafted in English and include a detailed description of the platform’s functionalities and instructions on how to use them and be prepared by UCY.

Formulation of a game-based, virtual reality educational platform

• A1. Roadmap on Virtual Reality and Virtual Worlds in VET training

• A2. Roadmap on Training with Virtual Worlds

• A3. Virtual world Architecture and Implementation

• A4. Server configured and Software installed

• A5. Avatar Management Webpage

• A6. First version of 3D World with basic educational infrastructure

• A7. Templates for the 3D learning scenarios

• A8. Virtual classrooms, educational centers Libraries and Media Rooms

• A9. Integration of Learning Material and courses in the 3D World

• A10. Implementation of the training scenarios and learning activities

• A11. Translations for the 3D World

• A12. Authoring of the User’s Handbook

Evaluation framework for VET teachers in form of peer evaluation

• A1. Peer evaluation guidelines

For this purpose, we will develop guidelines and procedures for peer evaluation. Document will give a conceptual introduction and overview of such an approach, alongside a step-bystep guide on how to carry out the process. We foresee a process to take place during mutual 2-day peer visits (from one institution to another) during which peers will discuss their work, exchange ideas and propose improvements. Special part of the web platform will be dedicated to support this process and could be used in case only virtual work be possible. Guidelines will be translated to all national languages.

• A2. Peer evaluation training course curricula and materials

Based on these guidelines a modular one day training course will be developed and all pilot teachers will undergo a training on use of this approach. Course curricula will describe specific contents, learning objectives and learning outcomes, division of tasks, timing, etc. Course will be supported by a set of training materials. Course and material will be translated to national languages.

• A3. Peer evaluation pilot

Following training in each partner country there will be two peer visits (live if epidemical conditions allow for it) where pilot teachers from one provider will visit another one. They will examine their learning scenarios, exchange practice and give advice for improvements. Project partner representatives will join the visits and prepare reports.