Partners – DWC Erasmus Plus

Our Partners

We benefit from the immersive support of our partners for the implementation of this project.

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Vocational educational and training CFPZ is one of the largest vocational education and training (VET) provider in Brescia area in Lombardy region, North Italy. The institute offers comprehensive school-based vocational education and training courses for tertiary level students, upper secondary, further vocational and specialist vocational qualifications, also liberal adult and summer school education in 9 headquarters situated in the entire territory of Brescia Province. In 2019-2020 academic year the Centre had over 3000 enrolled students, 100 partner companies for traineeships and over 45 professional courses for more than 50 companies from Lombardy region.

Main activities: the center offers the following Vocational Educational Training courses for secondary and tertiary levels: -Agriculture, farming and gardening -Business and office administration -Hotel and Restaurant Management -Culinary (including Baking and Pastry Arts, Bar and Restaurant operations management) -Trade and industry (including construction, mechanics and repairs (cars and karts), electrical, technician and precision production); -Metal and machinery –welder, machinist -Hospitality, Tourism and Wellness (including Spa and Wellness Operations management, Hairdressing and cosmetology). -Media and visual expression -Textile -Informatics and media -Marble Art and technics As a result of local networking, CFPZ can be considered the best starting point of traineeship in Italian and international companies.

APRECA

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Step 1: For each Interactive learning activity there will be a short, animated video clip presenting all key information – this would be like a lesson given by a teacher or trainer. 1 video per module avec a section for each sub-module with a marker per section

Example: PFE Presentation (You tube)

Step 2: After watching the video tutorial, the students can work through the content in the ebook. There will be a series of interactive learning activities to reinforce their learning –this would be like a series of tasks set for homework

Step 3: When the learners have completed the interactive learning activity, they can compare their results with the results prepared by the DWC at the back of the ebook – this would be like getting their work back & checking how they did. Students make a list of all the points that they do not fully understand (Book Widget – subscription 50€ per year per teacher?)

Step 4: For further assistance & when they do not understand a particular aspect, learners can ask their tutor questions in a group session and/or via the CoP &/or discuss in subsequent group sessions (see Part 4)

Step 5: End of Module Quiz – Hot Potatoes or Book Widget or Kahoot – there will be a short quiz to check that learners have learnt the major points – this is like an end of unit assessment test

Each interactive learning activity can be used by learners autonomously or in a group situation

For the video clips:

Detailed Storyboard
Audio Commentary in each language
Graphics, images, animations, titles etc. videos – each with several sections and markers to enable viewers to navigate easily from section to section

AMT

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What is remote access learning or blended learning?

Blended learning is made up of two axes:

an online axis, possibly at home, controlled as appropriate in terms of the time allotted, the place where it takes place, the pace of learning, the chronological order of the sequences
an axis on site, face-to-face, for example at school

The student’s learning path must be marked and offer an integrated experience, for example by means of a learning platform.

It gives the possibility of individualizing the sequences of lessons and the formative and summative evaluations, and allows the student to progress at the rate of mastery of skills and not according to a time defined by the teacher. It is a way to make the student more autonomous and to adapt the teaching offer to his potential, while respecting the prescriptions of the course programs.

https://www.blendedlearning.org/basics gives 7 models of blended learning that can be combined as needed.

However, NO BLENDED LEARNING CAN TAKE PLACE WITHOUT EQUIPMENT

Links:

A workspace suitable for learning or working
A desk/table and a chair suitable for sitting for a long time
A computer or tablet that allows the trainee and/or student to learn and work
A good internet connection
Support tools such as good quality headphones, mouse, speakers etc…

Some suggestions: staying in front of a digital device for a long time is not recommended:

Take small breaks every now and then
Make sure an adequate distance from the monitor
Get comfortable & try to maintain adequate posture
If necessary, use specific glasses for the use of digital devices

Digital equipment: links:

Account for access to the videoconferencing tool like Teams, Skype or Zoom.
Mailbox and account for access to the cloud user like Gmail, OneDrive, GoogleDrive or Dropbox
Graphic programmes like Canva, Photoshops, Pixir etc
Communication software programmes like Openboard , PowerPoint, Google Slides, Word, etc.
Social media channels: Facebook, Linkedin, Youtube channels, etc..
Video editing software – free software
Instruction and use of common translation software – Google Translate, Wordreference or Deepl
Planification Tools like Google Calendar or Teams Calendar
Communication channels like openboard , power point , Slides Office, Word, etc.

LFI

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The DWC project aims to encourage exchanges between educators & learners through a practical adaptation of the COMMUNITY OF PRACTICE MODEL (CoP), developed by Wenger (1991).

The DWC partners believe passionately in the concept of COMMUNITY OF PRACTICE. However, a community of practice model should not be limited to the local area or the regional area or even within member states. The potentially most useful & impactful CoP is a community built around the entire European Area.

Partners also believe that educators & learners of different nationalities have skills competencies & experiences which if they share these with other learning groups, the amount of learning can be increased & the opportunities for meaningful & fulfilling employment dramatically increased.

INNOVATIVE ASPECTS:

Creating stimulating opportunities for target groups from different countries to exchange knowledge in a non-formal way, using interactive pedagogical methods & create lasting relationships
Valuing & recycling knowledge, experience & culture – repackaging & reselling for future benefits in new potential life & professional opportunities

We propose THREE separate CoP’s, designed & structured to meet specific needs:

Educators:

Between educators within the same organisation
Between educators from one of more different organisations from the same country
Between educators from organisations from different countries
Suggested platform: EPALE

Educators & Trainees:

Between educators & learners within a learning group in one organisation
Between learning groups in one organisation & learning groups in another organisation from the same country; Between learning groups from different countries
Suggest platform: Telegram

Trainees:

Between within a learning group in one organisation
Between learners in one organisation & learners in another organisation from the same country
Between learners from different organisations from countries
Suggest platform: Telegram

EPN Germany

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RIVERIA

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The EFT report on ‘Digital Transformation challenges & opportunities for Vocational Education & Training’’ mentioned that ‘THE DIGITAL CHANGE CANNOT BE DELEGATED TO THE TEACHING STAFF, BUT MUST BE SYSTEMATICALLY CONTROLLED, ACCOMPANIED, EVALUATED & DEVELOPED BY THE SCHOOL MANAGEMENT AS PART OF A CHANGE PROCESS’.

‘Especially for IVET, digital learning widens access to relevant & quality skills development solutions, for example through MOOC’.

This research highlights the essential aim of our project & its first output. We see that it is a necessary means to change the way VET courses are taught targeting the upskilling of VET Cosmetology & Wellness teachers’ digital competences.

With regard to developing digital skills in tutors & educators, there is a wealth of resources currently available– so many in fact that it is a real challenge to identify the most useful for educators to facilitate & monitor the learning of their learners & create/use digital learning resources. Before designing & creating the project resources, one of the requirements for the project will be the identification of the most useful & appropriate digital platforms.

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