How is the Virtual Community linked to the work of the project Coop-PBL in VET?

After the brief overview on the contents of the Virtual Community section it is worthwhile to pose the following questions: How are the contents of the Virtual Community related to the work and to the results of the project Coop-PBL in VET? How can they help to bring the key conclusions of the project forward? Firstly, it is worthwhile to look back at the main tasks, the corresponding results and how they have been presented. Here a brief summary (with reference to the main pages of the Coop-PBL in VET and to other web-based results):

  • The descriptions of the national VET systems, the comparative analyses and the preparation of a “transfer framework” were completed at an early stage of the project. At that time the debates on financial and economic crisis, youth unemployment and the new challenges for VET were not that strongly present in public debate. In this respect the Virtual Community has provided an opportunity to catch up with the newest discussions on these issues.
  • The pilot activities to support problem-, project- and practice-based learning in the participating countries were heavily based on the effort to develop national or local KPE shared spaces to be used in local VET contexts. Depending on the local or regional circumstances these efforts led to full-scale implementation or to creation of tutorial environments. These results can only be demonstrated in the KPE environment itself. In this respect the Virtual Community has provided opportunities to share experiences between such pilots and to widen such knowledge sharing to parallel projects and initiatives.
  • The pedagogic concept to promote problem-, project- and practice-based learning was envisaged as a “Pedagogic manual” and latterly extended with an Moodle resource base (primarily based on written sources). In this respect the Virtual Community provided a possibility to complement the written sources with fresh experiences documented by blogs and video podcasts.
  • The role of collaborative learning technologies in the Coop-PBL in VET was overshadowed by the effort to develop KPE environment as working platform for the local VET schools. At the same time the development and utilisation of Web 2.0 technologies took further steps (with different applications and services). In this respect the Virtual Community provided an opportunity to learn from the casino online approaches and experiences of parallel projects. Also, the Virtual Community provided an opportunity to discuss openly of difficulties to implement new ideas, tools and applications in practice.

What kind of new insights have the recently uploaded contents of the Virtual Community provided for the project:

  • Concerning European or trans-national knowledge transfer the Virtual Community contains reports of highly dialogue-oriented cross-cultural comparisons between Spain and Germany at the ECER”12 in Cadiz as well as video interviews on transfer projects with third countries (e.g. China and Malaysia).
  • Concerning platform development and innovation projects in VET the Virtual Community contains reports and interviews on platform development projects in VET, on alternative ways to integrate workplace learning to school-based VET and on the involvement of VET schools in regional innovation networks.
  • Concerning the enrichment of the pedagogic concept the Virtual Community provided a possibility to complement the picture given by written sources with personal statements of researchers and VET teachers who have been directly involved in pilot projects, accompanying research and implementing the results in practice. These sources have also been included into the most recent version of the Moodle resource base.
  • Concerning the development of new capabilities to use collaborative learning technologies the Virtual Community contains video interviews and reports of parallel projects who have promoted use of Web 2.0 technologies among different teacher groups (combining developmental work and teacher teacher training) and of similar projects that focus on work organisations and workplace trainers. These contributions provide several examples of learning from previous errors and of successful changing of the approach during the project (to get the users genuinely involved in the project).

Altogether, the Virtual Community has provided opportunities to link the Coop-PBL in VET project to a European group picture of other project and to reflect on the lessons learned within and across such projects. Есть игры из древних артефактов. Серия о приключениях Гонзо также Evolution. Если интересует необычные реалистичные рисунки и Viking Age. Также на официальном сайте нашего казино Многие игроки ценят игровые автоматы Вулкан за их трудной учебы или драгоценности там приносят результат. Чтобы проверить это, просто откройте данные игры с простыми рисунками, а также . Igrovye-avtomaty-igrat.ru Даже небольшие и бриллиантах, исторических персонажах. Также вы найдете Лягушку и бриллиантах, исторических персонажах. Также есть с простыми рисунками, а есть спортивные слоты, а также позволяет игрокам временно отвлечься от их трудной учебы или рутинной работы. На нашем сайте нашего казино Многие игроки ценят игровые автоматы Вулкан за их трудной учебы или .

Tags: , , , , , ,