New Paths to Online Teaching – How Can We Manage Knowledge Transfer and Make the Learning More Enjoyable?

András Benedek

doi:10.37441/cejer/2021/3/3/10015

Abstract

This study is based on the results from a national project initiative on digitalization, supported by methodology evidence from e-learning materials at the level of teachers’ training for vocational education institutes. Looking for the new paths to online learning We have been formulating the question for almost a decade: How can we manage the transfer of knowledge and make learning more enjoyable? For the steps forwards, the first impulses for understanding the recontextualization of vocational didactics and re-defining roles and responsibilities of the actors. Our paper deals with seeking a new method for content development and its application in vocational education and training (VET). This study recommends a kind of open framework[1] is provided by the fact that the innovation, which takes open source content development as one of the approaches of reforming teacher training for VET, is connected to a technical university of long-existing traditions. In line with the peculiarities of Hungarian VET, our research group undertook to develop methodological training in terms of complex school subjects. By applying their new concept, their concrete objective was: the methodological renewal of vocational teacher training and practical training by creating and applying complex learning content units online.

Highlights

After the turn of the millennium, the search for new education solutions became the focus of social thinking and innovation
When online during the pandemic, some thematic constructions using micro content-based solutions that we proposed to apply in a broader range in school practice were introduced
In parallel with the theoretical researches, the process connecting the theoretical model was integrated into the general methodology prep course of vocational teachers

Summary

Introduction

After the turn of the millennium, the search for new education solutions became the focus of social thinking and innovation. What tools can support people learning on their own?" (Colons et al, 2009: 9). Colons and Halverson's questions on Rethinking Education in the Age of Technology are timely: "How can we develop games to teach mathematical reasoning? How can we make learning technology available to more people? Concerning the complex subject nature, new types of online info-communication technology (ICT) supported learning materials are elaborated and tested.

Objectives

Conclusion