Identifying the Needs of Flexible and Technology Enhanced Learning in Vocational and Professional Education and Training
The appropriate technology enhanced pedagogical approaches ultilising mobile and flexible technologies would generate better learning and teaching experiences in workplaces. However, there is a lack of in-depth study of Vocational and Professional Educati
- PDF / 132,244 Bytes
- 11 Pages / 439.37 x 666.142 pts Page_size
- 27 Downloads / 233 Views
.Y.-S. Lam Centre for Learning and Teaching, Vocational Training Council, Hong Kong, China e-mail: [email protected] R.Y.-S. Lam e-mail: [email protected] K.K. Ng I.K.W. Lai School of Business and Hospitality Management, Caritas Institute of Higher Education, Hong Kong, China e-mail: [email protected] I.K.W. Lai e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 W.W.K. Ma et al. (eds.), New Ecology for Education – Communication X Learning, DOI 10.1007/978-981-10-4346-8_9
107
108
R.Y.-K. Ng et al.
Keywords Vocational and professional education and training (VPET) Technology enhanced learning (TEL) Workplace learning Innovative pedagogies
1 Flexible and Technology Enhanced Learning (TEL) for Workplaces Learning The Vocational and Professional Education and Training (VPET) stresses professional knowledge and values authentic practical experiences in workplaces (Avis, 2014; Bank, 2013; Harris & Simons, 2006). Prolong engagement in workplaces and guidance from workplace mentors on authentic tasks is the most common learning and teaching practices. A number of studies suggested that workplace practices would be able to deepen the levels of learners’ engagement and collaboration so as to promote a coherent wholesome learning experience in workplaces (Hillier, 2009; Lee, Lam, Lui, & Pang, 2014; Mohamad, Heong, Kiong, & Rajuddin, 2012; Smith, 2003, 2006); it also provides “a fertile opportunity for learners to appropriate knowledge that connects theory to practice in a realistic and efficient way” (Brooker & Butler, 1997, p. 487). A mentoring approach has become an important part of VPET’s curriculum. Nearly all of the trade-specific disciplines have integrated industry attachment (IA) into their programmes to enable students to apply their knowledge into real-life practices. The length of IA varies and resulted from a range of issues, such as the availability of workplaces for practices, the workload of workplace mentors, the design of module contents to complement the IA arrangements, the balance of the materials to be taught in schools and workplaces and the preparation of the students and mentors. To address the above issues, Ng and Lam (2015) and Ng and Leung (2014) proposed using mobile and flexible technologies to enable learning and teaching resources in the forms of video (Lecture Capture, Live Broadcasting, Wearable Technologies, Massive Open Online Courses (MOOC), Augmented Reality/Virtual Reality (AR/VR) and Instant Messaging (Social Media, Group Chat)) as complements and supplements learning and teaching strategies to facilitate self-paced learning and the enhancement of learning and teaching in workplaces. It is generally assuming that appropriate technology enhanced pedagogical approaches utilising mobile and flexible technologies would generate better learning and teaching experiences in workplaces (Errington 2001, 2004; John 2002, 2005; Lee et al., 2014; Liu, Han, & Li, 2010; Mullin 2013; Sangster, Maclaran, & Marshall, 2000; Smith 2003, 2006; Tsang, Yuen, & Cheung, 2014). I
Data Loading...
