Abstract
Digital media as support for Technical Vocational Education and Training (TVET) learning processes have been increasingly tested in recent times. In Germany, for example, the Ministry for Education and Research and others have been supporting projects that develop and evaluate innovative didactical and technological models focussing on “Virtual Learning”, “Learning with Web2.0” or “Mobile Learning”. Above all in vocational education and with regard to the target group of media-affine young people, teachers have high expectations regarding pedagogical purposes and learning efficiency. The present article describes a project on a learning and communication platform that combines the advantages of digital media with the special feature of a cooperation of learning environments within the German Dual TVET System by making use of innovative pedagogical approaches for the shaping of more sustainable occupational learning. The results show examples of how a different (often quite unexpected) use of digital media for vocational learning processes by young people is justified.
Highlights
At the beginning of the new millennium, the internet had already become commonplace, and the subsequent prevalence of Web2.0 applications again raised high expectations in pedagogues and teachers: the interactive possibilities were applied in schools, initial and further training in the form of learning platforms which were partly successful; most of them remained without the desired impact
Compared to the private use of media and a visible media competence in young people resulting thereof, the following aspects were more deeply looked into: 1. How do young people deal with digital media in their private and occupational context?
With regard to the above-mentioned questions, the results of the survey provided the following answers: 1. How do young people deal with digital media in their private and occupational contexts?
Summary
Further, development of media entails questions asked by the educational sciences regarding new and didactically justifiable fields of application to enhance learning [cf. 1]. The major trend is emerging: smartphones and tablet PCs support mobile learning, and enable the individual learners – e.g. in the form of micro-learning-units – to significantly codetermine, and control factors such as learning pace, learning contents, location and time This short retrospective and outlook alone underpins the multitude of pedagogical possibilities to make use of digital media as a support for learning. There is full-time schooling and an expanding transition system for young people who – for different reasons – were not able to get a training position They can catch up with graduations, or enhance their education, prior to applying again for a training position in companies by presenting new certificates of qualification. All the link-up of school and theory-based education (learning environment vocational school) and the work-process oriented coping with acting oriented work tasks (in the company) seem to be appropriate for the training of qualified junior skilled workers
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