Training teachers to develop work-process-oriented curricula

Abstract

The work-process-oriented curriculum (WPOC) becomes increasingly popular in vocational education and training (VET). It links the curricula and ultimately the learning processes to the work activity and simultaneously to promote action-oriented learning at the curricular level. In particular, information and communication technologies (ICTs) are more and more applied in WPOC for effective and efficient working and learning. However, it is difficult for a teacher in VET to develop a WPOC, because comprehensive technological pedagogical content knowledge (TPACK) is needed for developing a sound WPOC. To help teachers learn to acquire TPACK, we developed a web-based learning environment with three training curricula that addresses the situated nature and complex interplay of technology, pedagogy and content. In this paper, we present the development of our web-based WPOC authoring and delivering environment and the development of the three training curricula. By exploiting the tools and the curricula, the teacher can be trained to develop a work-processoriented curriculum in a way of Learning by Design (LbD). Through testing, the technical feasibility and potential usability of this LbD environment are initially demonstrated.

Keywords

Author Keywords

vocational education and training (VET) learning design Technological Pedagogical Content Knowledge (TPACK) Work-process-oriented Curriculum (WPOC) Learning Arena Learning by Design (LbD)

Index Keywords

E-learning Teaching Curricula Personnel training Apprentices education Vocational education and training Computer aided instruction Technological pedagogical content knowledge Websites Learning designs Work process Learning Arena Learning by designs

Author Affiliations

Department of Computer Science and Applied Cognitive Science, Universität Duisburg-Essen, Duisburg, Nordrhein-Westfalen, Germany

Wuhan City Polytechnic, Wuhan, Hubei, China

Funding & Acknowledgements

No funding information

References 10 References

1 Boreham, Nicholas C., Work process knowledge in technological and organizational development, Work Process Knowledge, pp. 1-4, (2003)

2 Boreham, Nicholas C., Orienting the work-based curriculum towards work process knowledge: A rationale and a German case study, Studies in Continuing Education, 26, 2, pp. 209-227, (2004)

3 Brown, John Seely, Situated Cognition and the Culture of Learning, Educational Researcher, 18, 1, pp. 32-42, (1989)

4 Contemporary Perspectives in E Learning Research Themes Methods and Impact on Practice, (2007)

5 Learning by Expanding an Activity Theoretical Approach to Developmental Research, (1987)

6 Ertmer, Peggy A., Addressing first- and second-order barriers to change: Strategies for technology integration, Educational Technology Research and Development, 47, 4, pp. 47-61, (1999)

7 European Journal of Vocational Training, (2007)

8 Bwp Berufs Und Wirtschaftspadagogik Online, (2008)

9 Hoogveld, Albert W.M., Exploring teachers' instructional design practices from a systems design perspective, Instructional Science, 30, 4, pp. 291-305, (2002)

10 Crossing Boundaries in Vocational Education and Training Innovative Concepts for the 21st Century, (2015)

Training teachers to develop work-process-oriented curricula

How to Cite