Results Checklists

Pedagogy and teaching / learning approaches

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This checklist is the result of a meeting of experts that took place 22 - 24 January 2019 in Kaiserslautern / Germany, and of a subsequent consultation process involving further experts external to the EICON project consortium. If you are interested to read more about the sources that the partners used to come up with this checklist, please click here.

No matter if you are reflecting on characteristics (or quality attributes) of an information or communication technology (ICT) or on specific digital media that you intend to acquire, or on a digitalisation strategy you plan to implement, the following questions might be helpful to proactively scrutinizing their respective potential contribution to inclusive vocational education and training (VET). Numbers in brackets refer to examples listed in the final section.

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Does the respective ICT / digital media / digitalisation strategy ...

Does the respective ICT / digital media / digitalisation strategy ...

Does the respective ICT / digital media / digitalisation strategy ...

Examples

[1] Peer learning approaches to avoid or reduce dropout
[2] Matching of peers online first, with face-to-face meetings afterwards if needed
[3] Task decomposition into simpler steps explained in short videos
[4] Using mobile phones to deliver assignments
[5] Running an own Blog and publishing own news
[6] Using interactive games
[7] Having digital mentors
[8] Plans for the professional development of teachers (similar to individual educational plans for learners)
[9] Approaches to really listen to learners and to better understand them and their needs; e.g. using a voting platform with anonymous participation and asking questions regarding sensitive issues like bullying (e.g.: “Do you feel lonely often?”)
[10] Shifting from reactive behaviour to a proactive development of support needed to facilitate pupil participation
[11] Potential of ICT for differentiated pedagogy / Universal Design for Learning (UDL)
[12] Using ICT to make certain teacher tasks less time consuming / more efficient (e.g. documentation) and use the gained time for focusing on inclusive pedagogy
[13] Platform to share teaching materials, allowing users (i.e. teachers) to judge/evaluate the applicability of the material (e.g. using voting scales with stars, with more stars meaning better applicability in the teaching context)
[14] Platform to create new teaching material / educational resources that can be freely shared
[15] Use instant feedback via website surveys
[16] Reminders via social media to keep learners engaged to the content
[17] Up-to-date tracking of learner absence to analyse risk of dropout

Context

The main objective of the Strategic Partnership EICON is to support organizations / institutions providing vocational education and training (VET) to become more inclusive using information and communication technology (ICT). Managers of organizations / institutions that are active in VET are particularly in need for guidance on how to further develop, as they often have to work towards multiple aims simultaneously, i.e. inclusion usually is one among many other aims. EICON particularly explores the inherent potential and synergies in the overlapping section between education, inclusion and digitalisation.

How to use this checklist?

We are convinced that there is no 'one best way' for any organization / institution active in VET to increase its inclusive capacity with ICT. Rather, each one needs to find its own solution that then fits perfectly to its respective situation and requirements. Therefore, we aim to guide organizations / institutions through a thorough review process of its current set-up. This will be done by asking a series of questions, each single one directing the view to an essential area. The idea is that the checklist questions are discussed internally with all relevant stakeholders, and then own conclusions based on the discussion results are drawn. By no means all checklist items need to be answered positively. However, if none of them is met, i.e. a certain ICT / digital media / digitalisation strategy does not address any of the checklist items, then it probably won't impact positively on the respective checklist topic. See also further checklists for other topics (e.g. pedagogy, technology & infrastructure, links to employment and other stakeholders, leadership) under www.eicon-project.eu

All checklist items should be reviewed both at classroom level as well as at organization level, because an increase of an organization's inclusive capacity requires that impact is not limited to the classroom level. On the other hand, a VET organization / institution cannot be inclusive without having inclusion implemented at classroom level, i.e. both levels are essential.

EICON (Enhancing inclusion capacity of educational organizations / institutions providing VET with information and communication technologies (ICT)) is an ERASMUS+ KA2 Strategic Partnership for vocational education and training during 2018 - 2020 (Grant Agreement No.2018-1-DE02-KA202-005110). This checklist has been developed in the context of EICON. It represents the results of discussions among the experts involved in the project as well as a subsequent public consultation process that involved a wider audience in reviewing the intermediate results.

Creative Commons Licence CC BY SA

The checklist is published under the Creative Commons License CC BY-SA, i.e. you are free to copy and redistribute the checklist in any medium or format, and to remix, transform and build upon the material for any purpose, even commercially. However, you must give appropriate credit, provide a link to the license, and indicate if changes were made. If you remix, transform, or build upon this material, you must distribute your contributions under the same license as this original. To give appropriate credit, please use the following information: [Author] ERASMUS+ EICON Project Consortium [LINK] www.eicon-project.eu

The European Commission support for the production of this publication does not constitute an endorsement of the content that reflects the views only of the authors, and the Commission cannot be held responsible for any use that may be made of the information contained therein.