Multidisciplinary, project-based digital learning content for VET

Vocational education and training (VET) has a key role in preparing young professionals for the challenges of a rapidly evolving global and digital economy. However, education often operates in is...

The aim of the project was to reflect on the needs of the labour market against vocational education and training, to prepare VET teachers to work in collaboration with companies to develop project tasks for students and enable them to implement these successfully by developing extra-cullicular micro-courses for them.To achieve these, the partnership: • reviewed the curriculum, learning materials and teaching methods used in the initial training of IT and Agricultural sectors in the partner countries; • trained VET teachers of these sectors in using the project method, related digital tools, innovative assessment practices and digital content creation; • assigned real-life project tasks to VET students, in close collaboration of teachers and labor market representatives; • created an online repository of project-based, re-usable, high-quality, motivating digital learning content with an interdisciplinary approach; • prepared students for successful project implementation by designing and delivering mini-courses ; • created a model description to be published as a guide for teachers of other VET institutes for replication.

PR1 A1: Analysis of curricula and learning materials in the partner countries A2: Assess relevance of textbooks and teaching methods by involving stakeholders A3: Comparative study, conclusions and recommendations In the first work phase (PR1) a thorough analysis of learning outcomes, curricula, learning materials and applied methods of the initial/basic training of two sectors was performed in Agriculture and Forestry, IT and Telecommunications in all partner countries. The survey focused on identifying the needs of VET teachers and students regarding textbooks and digital learning materials and asking companies (from the selected two sectors) about their expectations from young professionals. Different methods were applied: • desktop research based on the preliminary needs-analysis to learn about the available official textbooks, standard curricula and learning materials related to the initial training (IVET) in all partner countries, in order to get a deeper insight into the similarities and differences among the systems and a detailed overview of the VET System in each country. • Interviews with stakeholders involved in VET education (teachers, students and company representatives) • an online questionnaire for teachers to get a clear picture of their digital skills level in accordance with DigCompEdu and their preferred teaching methods and practices with regard to the application of innovative methods. PR2 A1 - Curriculum and course design for blended learning A2 - Content development and review (EN, HU, DE, IT) A3 - Implementation and testing of the online learning environment A4 - Piloting the course with VET teachers in three countries In PR 2, project partners elaborated the resources (curriculum, e-learning environment, learning content and methodology) of a blended course for VET teachers that aimed at preparing them for applying project-based methods in a collaboration with other teachers, students and companies using innovative teaching methods. The online training content consisted of 4 modules in Moodle VLE. The blended training course was implemented in each partner country and having completed it, teachers cbecame able to design and implement micro-courses responding to the education-gap identified in the professional area by delivering a “responsive project”. PR3 A1 - Selection of the project topic - based on labour market needs A2 - Pedagogical design of students' projects using a multidisciplinary approach to develop transversal skills. A3 - Developing project plans and micro-course design. The objective of the PR3 phase was to develop real-life project tasks for VET students in a multidisciplinary approach. Teachers contacted companies of their related professional field and delivered project ideas in collaboration with them.The developement of project tasks was intended to reduce the skills gaps between VET and the labour market. By involving companies and planning micro-courses, students were able to face the project tasks defined by the companies and VET teachers in PR5. PR4 A1 - Collect available Open Educational Resources for selected topics A2 - Develop re-usable, high quality digital micro-learning contents (DMLCs) A3 - Design and development of multilingual online repository of re-usable digital micro-learning contents (DMLCs). A4 - Publishing DMLCs in the repository in three European languages In PR4, a web-based application was designed and developed in 4 languages, that serves as an online repository of vocational micro-learning contents, manageable by teachers (internal and external to the project in the future as well). The collection of reusable digital microlearning content benefits vocational education and training, because using it the improves the efficiency of teaching and save time for teachers, as the micro-learning content that has already been created and verified is free available and can be reused. PR5 A1 - Delivery of mini-courses for students to enable them to perform the project tasks A2 - Implementing projects by teams of students in three countries A3 - Evaluating, reporting and presenting project results by involving all stakeholders In PR5, the delivery of micro-courses for students took place across the partner countries. Teachers implemented these courses using digital learning content from the online repository developed during PR4. The courses were conducted partly online, within the schools’ learning environments, and partly offline, providing a blended learning experience to prepare students for their project tasks. As the result of the micro-courses, 9 projects were Implemented by teams of students in the partner countries. Projects with industry partners featured structured milestones and focused on real-world applications, while others leaned on teacher-led evaluations. Digital skills were assessed directly in some cases or integrated into overall performance, while evaluation and reporting and presenting project results involved all stakeholders. PR6 A1 - Documentation of applied process and experiences, conclusions A2 - Editing and translation of the Guide A3 - Proofreading and publishing of the Guide R6 was aimed at collecting the experiences and feedback on the whole process and based on them, the development of a new model that extends the scope of traditional project-based learning (PBL) to better suit the unique aspects of vocational education and training (VET), distinguishing it from other educational sectors. The e-book published in 4 languages includes project plans and reports, reflections from various participants (company, students, teachers, etc.) together with conclusions and recommendations about the whole process applied and piloted in the project. It serves as a guide to replication for other VET institutes and teachers in the future. Project mansagement activities All through the project solid project management activities were implemented by each partner lead by the coordinator. It involved communication of the project partners in order to keep them updated, financial administration, promotion of the project, monitoring and continuous evaluation of the events, meetings and WPs in line with the Promotion Plan and the Quality Management Handbook. In details: - partner contracts were signed - project financial administration was carried out by the coordinítor - unified templates were provided to the partners for their reports, promotions and for the project publications - the project website was designed, developed and kept updated in 4 languages to provide initial project information. - 7 partner meetings were held face to face and online, via Zoom - 7 multiplication events were organized: 4 in Hungary, 2 in Germany, 1 in Italy. - project tasks fulfillment was monitorod regularly - internal evaluation took place following each parner meeting and at the completion of each project result - external evaluation went on following every multiplier event - promotion records were collected and analysed automatically by a webform on the project website - the coordinator made sure that the partners were aware of their duties and each partner performed the tasks that were allocated to them. Promotion activities were defined in the Promotion Plan involving the targets, the level and channels of promotion and went on all through the project' lifecycle and even after. In line with the plan, 6 newsletters were published.

Result 1 - The final product of Project Result 1 is a Comparative Study on 21st century relevance of textbooks and learning content based on the multifold research in Germany, Hungary and Italy. It is based on the country reports compiled by the partners. Result 2 - Curriculum of a blended training course for VET teachers 'Project Based Learning and Responsive Projects' using the methodology of learning-by-doing;active learning;focused on the methods of digital education. Learning content containing 4 online modules in 4 languages available on a VLE (Moodle). Modules: • Module 1. Project-Based Learning and Responsive Projects • Module 2: Innovative Assessment Practices for VET • Module 3. Digital tools in Project-based Learning (PBL) and in Responsive Projects (RP) • Module 4: Planning and Developing Micro-courses. Teachers' certificates obtained at the end of the training course. Result 3 - Labour market-oriented projects for students - 9 real project tasks were defined in a standard template in English and in the languages of the partners. Responsive project plans created in the local languages (uploaded on the online repository). Project tasks defined in Hungary: • Meteorological data influence on plant growth: Planning the management and care of crops based on data from two different meteorological systems. • Drone technology in precision agriculture: Collecting and analyzing soil and geospatial data for precision application planning. • Complete cultivation technology of a model plant: Workflow planning and learning professional skills through the entire cultivation technology of two model plants. • Food processing – Development of an application for temperature control of fermentation tanks in grape and wine processing departments using available temperature data. • Development of a software for recording pesticide treatments Project tasks defined in Germany: • Autonomous Hoeing Robots: Install a GPS-controlled hacking robot that automatically hacks within a certain field. • Autonomous Pest Control by Drone: Program and operate a drone to monitor a field to spread beneficial insects. Project tasks defined in Italy: • Design of a reporting methodology for integrated energy upgrading projects: developing a design and reporting methodology for integrated energy modernization projects. • Management Softwares for Companies: Promote real-world software development skills, especially front-end software for data visualization, in a data-driven and data-centric context. Result 4 - A multilingual online repository of re-usable digital micro-learning contents (MLCs), uploaded with content (https://mlc.itstudy.hu/en) and with these functions: - the content is in 4 languages (EN; IT; GE; HUN) - clear search categories in a dropdown menu for language, subject, age group of students, industrial sector, type of content, learning objectives. - self-registration form and user profile - properly structured webform to upload content - a clear user guide Result 5 - Piloting micro-courses and implementation of the 9 student projects. The pilot involved 113 students across Italy, Germany, and Hungary, with Italy and Germany hosting 2 projects each and Hungary leading with 5. . Micro course contents and project plans were uploaded to the online repository (MLC). Every student project achieved its aim successfully, e.g. software applications were developed and are ready to be used. Project reports at the end of the students projects prepared as PPTs. Result 6 - The methodology handbook in the form of an e-book in 4 languages with the title 'Project Method Tailored for Vocational Education' available and downloadable from the project website. The handbook, in the form of an e-book describes a new model that extends the scope of traditional project-based learning (PBL) to better suit the unique aspects of vocational education and training (VET), distinguishing it from other educational sectors. The e-book published in 4 languages includes project plans and reports, reflections from various participants (company, students, teachers, etc.) together with conclusions and recommendations about the whole process applied and piloted in the project.