Project

TACCLE CPD and VET

Goal: This project space brings together contributions to two parallel TACCLE project that promote digital competences of teachers and trainers. The acronym TACCLE stands for "Teachers' aids for creating contents for learning environments". The three first TACCLE projects focused on teachers in general education. The TACCLE 4 CPD project develops models for continuing professional development (CPD) in different educational sectors. The TACCLE VET project studies the prospects for promoting digital competences in different domains of vocational education and training (VET)

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Project log

Pekka Kaemaeraeinen
added a research item
This document is a collection of the blog posts that I have published on the work of the EU-funded TACCLE4 CPD project from December 2017 on.. This project is the fourth in the series of transnational TACCLE projects to promote digital competences of teachers and trainers in Europe. The acronym TACCLE stands for “Teachers’ aids on creating content for learning environments”. The abbreviation CPD stands for continuing professional development – the central theme of this project. The logbook contains primarily contributions to the work for the TACCLE4 CPD project in the field of vocational education and training (VET). Many posts try to relate this work to the school-centred approach of the previous TACCLE projects. In particular this is the case with blogs that reflect the importance of the Learning Layers project as a predecessor of the TACCLE4 CPD project. In this respect this logbook serves as a documentation of a project-specific learning history in which achievements of prior projects are brought together in order to support CPD initiatives in the field of VET.
Pekka Kaemaeraeinen
added 2 research items
This report presents the TACCLE4 CPD Showcase - a digital resource environment powered by the Learning Toolbox (LTB). The showcase presents digital resources that have been produced in the work of the project to promote digital competences of teachers and trainers in the field of vocational education and training (VET). The resources have been grouped as LTB-stacks (collections of tiles on one or more screens). Some of the stacks present collections of final reports, some focus on specific themes (e.g. on the use of Open Educational Resources).
This is an activity report on the preparation of the Multiplier Event of the EU-funded TACCLE4 CPD project in Germany. The event took place on the 16th of October 2020 at the training centre Bau-ABC Rostrup. The event discussed the inputs of the project to promote digital competences of vocational trainers - in particular when uding the Learning Toolbox. The trainers made further plans to continue their internal training with the Theme Room training approach.
Pekka Kaemaeraeinen
added a research item
This document is a special report for the ongoing EU-funded project TACCLE4 CPD. The aim of the project is to design models for continuing professional development (CPD) that advise education and training managers, curriculum developers and training providers. During the work it became necessary to prepare special reports for the field of vocational education and training (VET). This report - the fifth of this series - discusses boundary-crossing issues between adult education (civic learning), vocational learning and organisational learning. It gives firstly insights into new training initiatives and R&D activities that focus on Artificial Intelligence (AI) in working life and civil society. Secondly it discusses the success story of the Learning Toolbox (LTB) that was developed in the Learning Layers (LL) project. The newer developments in introducing LTB to support workplace-based learning and online conferences serve as examples of transfer of innovation.
Pekka Kaemaeraeinen
added 2 research items
This document presents five annexes to the Report 4b for the TACCLE4 CPD project "Theme Room Training 2020". Together they equip the users of the framework with further information and resources on current initiatives to promote digital competences in vocational education and training.
This framework is being prepared as a final product of the EU-funded project TACCLE4-CPD. The concept of “Theme Rooms” was developed in the predecessor project Learning Layers to promote digital competences of vocational trainers. The idea of Theme Rooms was based on the following pedagogic principles: a) Combination of real and virtual learning spaces for focused thematic blocks for promoting digital competences; b) Signing in into ‘theme rooms’ for completing the learning sessions with exercises and then signing out (with a flexible tempo); c) Working together in teams in terms of peer learning and peer tutoring; d) Rotating between different themes in order to reach common awareness of the subject matter and to develop a common competence base. The new framework is based on four thematic blocks that can be used as a basis for up-to-date Theme Room training. The themes are the following: 1) Digitization, Digital transformation and their implications for vocational education and training (VET); 2) Older and younger learners and their adjustment to current changes; 3) Exploration of parallel innovation paths for promoting digital competences; 4) Using the TACCLE4 CPD Routemap tool for educational planning and for developing training initiatives. The framework invites the leading educational actors to think of their own solutions and to find their own ways to promote digital competences in their field of VET.
Pekka Kaemaeraeinen
added 5 research items
This presentation is an Annex to the Report 3 "Role of Open Educational Resources (OER) in the field of Vocational education and Training (VET) – Insights into uses of OER in vocational teaching/learning arrangements" for the TACCLE4 CPD project. It gives detailed information on two exemplary teaching/learning arrangements in which OR and OER have been used in vocational learning contexts.
This document is a special report for the TACCLE 4 CPD project that shapes strategies and models for continuing professional development (CPD) for teachers and trainers - with emphasis on promoting their digital competences. This report has been produced as a synthesis report that presents the interim findings of previous analyses and outlines conclusions for shaping CDP models for the field of vocational education and training (VET). The report serves the following purposes: 1. Summarisation of the conclusions from the comparisons between predecessor projects: Here the report gives insights into the process dynamics, into the role of training measures and into the role of outreach activities. 2. Raising awareness of different policy contexts for promoting digital competences in schools and in VET contexts: Here the report gives a brief overview of parallel possibilities. 3. Drawing attention to the relevance of general frameworks or studies in the field of VET: Here the report reflects the role of the European DigCompEdu framework vis-à-vis the challenges in the field of VET-as outlined by the German framework study "Berufsbildung 4.0". 4. Raising awareness of different outreach approaches for innovations in school contexts and in VET contexts: Here the report draws upon experiences of the earlier TACCLE projects and on the outreach prospects identified after the Learning Layers project 5. Drawing conclusions on the importance of TACCLE Routemap approach and the Theme Room training model (of the Learning Layers project) for shaping CPD concepts to promote digital competences in the field of VET.
This document is a special report for the TACCLE 4 CPD project that shapes strategies and models for continuing professional development (CPD) of teachers and trainers - with emphasis on promoting their digital competences. This report draws attention to specific education and training contexts in vocational education and training (VET). In particular it discusses the respective pedagogic challenges and prospects for shaping creative teaching/learning arrangements to support vocational learning. From this perspective the report presents exemplary cases that pave the way from rather simple learning designs to more complex teaching/learning arrangements.
Pekka Kaemaeraeinen
added 2 research items
Pekka Kaemaeraeinen
added a research item
This presentation examines the common backgrounds and common challenges of two parallel TACCLE projects - the TACCLE VET project that hosted the meeting and the TACCLE 4 CPD project. Both projects deal with the promotion of digital competences of teachers and trainers in vocational education and training (VET). This presentation covered the common background in the previous TACCLE projects and in the Learning Layers project. Then it drew attention to policy-analyses and to innovation paths that are relevant for developing continuing professional development.
Pekka Kaemaeraeinen
added 2 research items
This mini-poster provides access to a web-based ePoster that supports the conference paper and presentation of Pekka Kämäräinen at ECER 2018 in Bolzano/Bozen. The ePoster that contains several content tiles and web links can be accessed via the following link: https://my.ltb.io/#/viewStack/BFFQQ
This Mini-poster leads to an ePoster prepared with the Learning Toolbox to support the conference paper "Strategies and Training Models for promoting Digital Competences in the field of Vocational Education and Training" and the related presentation at ECER 2019. The stack provides access to both documents. It also provides access to TACCLE websites and related interviews. Moreover, it gives access to the results of Learning Layers project. Finally it gives insights into the European DigCompEdu framework and into further work of the TACCLE 4 CPD project. The direct link to the ePoster is the following: https://my.ltb.io/#/viewStack/BZKXV
Pekka Kaemaeraeinen
added a research item
This paper builds upon the work of different European cooperation projects that have focused on promoting digital competences for teachers and trainers in different educational sectors. The current TACCLE4-CPD project has the task to develop continuing professional development of teachers and trainers with focus on promoting digital competences. This task requires a critical rethinking on the prior approaches to 'scale up' the promotion of digital competences via TACCLE courses or training campaigns related to digital tools (as was the case with the Learning Layers project). From this perspective the paper works with policy analyses and discusses different boundary conditions in general education and in the field of vocational education and training (VET). Thus, the paper gives a differentiated picture on the follow-up of the TACCLE projects and of the Learning Layers. Here the concept 'innovation paths' is used to specify different ways to integrate digital tools into new learning arrangements.
Fernando Marhuenda
added a research item
Within the TaccleVET Erasmus+ KA2 project, in this paper we provide illustrations of the survey we conducted in Spain and the UK. We describe the methodology we have used, the conditions in which we conducted the interviews and the framework we used to analyse them. Given the exploratory and qualitative nature of our survey, we focus upon the extremes among the cases we have researched and we also point to commonalities and trends we have identified. We conclude by giving some hints about possibilities for motivation and fostering staff development in the domain of digital competence, while in the paper we focus upon the self-perception of teachers about their teaching abilities and the use they make of digital recources.
Pekka Kaemaeraeinen
added a research item
This presentation discusses the work of TACCLE 4 CPD project as an effort to promote continuing professional development for teachers and trainers in order to enhance their digital competences. It draws attention to previous TACCLE projects (with focus on general education) and on the Learning Layers project (with focus on vocational and workplace learning). Concerning the field of vocational education and training (VET) it outlines parallel innovation paths with different prospects for promoting digital competences.
Pekka Kaemaeraeinen
added a project goal
This project space brings together contributions to two parallel TACCLE project that promote digital competences of teachers and trainers. The acronym TACCLE stands for "Teachers' aids for creating contents for learning environments". The three first TACCLE projects focused on teachers in general education. The TACCLE 4 CPD project develops models for continuing professional development (CPD) in different educational sectors. The TACCLE VET project studies the prospects for promoting digital competences in different domains of vocational education and training (VET)