Advertisement

A Mind-Set Changing Project: Preparing Vocational and Professional Education and Training (VPET) Teachers with Technology Enhanced Learning (TEL) and E-pedagogies

  • Ricky Yuk-kwan Ng
  • Rechell Yee-shun Lam
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 843)

Abstract

Vocational and Professional Education and Training (VPET) emphasises in-class hands on practice and face-to-face theory delivery, e-learning and e-pedagogies are less common. The resistance normally rises from the argument of VPET’s focuses on trade-specific hands on skills in authentic workplaces and the motto of ‘practice makes perfect’. Nonetheless, with students’ changing learning preferences and behaviours, the high accessibility of online and web-based information; VPET teachers are now confronting with challenges that trade-specific knowledge and demonstration of skills are widely available on internet and not solely transmitted by teachers. Furthermore, students’ motivation and engagement in learning tasks are also issues that need to be addressed. In response, a mind-set changing teacher training project was introduced and this paper shares the empirical experience on nurturing VPET teachers’ technology enhanced learning (TEL) and e-pedagogies competency so as to prepare them to cope with students’ learning preferences and behaviours for teaching effectiveness. These series of training and engagement activities were carried out in four stages (1) Conceptualisation; (2) Familiarisation; (3) Acceptance and (4) Action. These training and activities enable teachers to adopt TEL and e-pedagogies in their daily teaching. Results of the project indicated that a well-planned scheme that aligned with the institution’s strategy with gradual increment of intensity of e-elements infused in various training events allowed ease of acceptance and behavioural changes. Additionally, synergy from senior management, concurrent schemes, projects and awards to promote and encourage teachers to adopt TEL and e-pedagogies for innovative learning and teaching is also a critical factor in the teacher training scheme.

Keywords

Technology enhanced learning (TEL) E-pedagogies Vocational and Professional Education and Training (VPET) Teacher training 

References

  1. Allen, I.E., Seaman, J.: Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Ouahog Research Group, Babson Park (2014)Google Scholar
  2. Arinto, P.B.: A framework for developing competencies in open and distance learning. Int. Rev. Res. Open Distance Learn. 14(1), 167–185 (2013)Google Scholar
  3. Barczky, C., Buckenmeyer, J., Feldman, L.: Mentoring professors a model for developing online instructors and course in higher education. Int. J. E-Learn. 9(1), 7–26 (2010)Google Scholar
  4. Betts, K.: Factors influencing faculty participation and retention in online and blended education. Online J. Distance Learn. Adm. 17(1), 1 (2014)Google Scholar
  5. Choy, S.: Benefits of e-leaning benchmarks: Australian case studies. Technical report, Australian flexible learning framework, DEST (2006)Google Scholar
  6. Churchill, D.: Digital Resources for Learning. STE. Springer, Singapore (2017).  https://doi.org/10.1007/978-981-10-3776-4CrossRefGoogle Scholar
  7. Cronje, J.: Learning technology in higher education. In: Rushby, N., Surry, D.W. (eds.) The Wiley Handbook of Learning Technology. Wiley, UK (2016)Google Scholar
  8. Herring, M., Koehler, M., Mishra, P.: Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Routledge, NY (2016)Google Scholar
  9. Lane, L.M.: An open, online class to prepare faculty to teach online. J. Educ. Online 10(1), 1–32 (2013)Google Scholar
  10. Ng, R.Y.K., Lam, R.Y.S.: The possibilities of using mobile and flexible technologies to enhance workplace learning in vocational education and training (VET). In: The 2nd International Conference on Open and Flexible Education, the Open University of Hong Kong, Hong Kong, 16th to 17th July 2015, (2015)Google Scholar
  11. Ng, R.Y.K., Lam, R.Y.S., Ng, K.K., Lai, I.K.W.: A cross-institutional study of vocational and professional education and training (VPET) students and teachers’ needs of innovative pedagogical practices. In: 2016 International Symposium on Educational Technology (ISET 2016), Peking University, Beijing, China, 19th to 21st July 2016 (2016)Google Scholar
  12. Ng, R.Y.K., Lam, R.Y.S., Ng, K.K., Lai, I.K.W.: Identifying the needs of flexible and technology enhanced learning in vocational and professional education and training’s (VPET) workplaces. In: Ma, W., Chan, C.K., Tong, K., Fung, H., Fong, C. (eds.) New Ecology for Education — Communication X Learning, pp. 107–117. Springer, Singapore (2017).  https://doi.org/10.1007/978-981-10-4346-8_9CrossRefGoogle Scholar
  13. Ng, R.Y.K., Lam, R.Y.S.: Using mobile and flexible technologies to enable, engage and enhance learning in vocational education and training (VET). In: IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE 2015), United International College, Zhuhai, China, 10th to 12th December 2015, (2015)Google Scholar
  14. Tsang, E., Yuen, K., Cheung, P.: Effective instructional design for mobile learning. In: Yuen, K.S., Li, K.C. (eds.) Emerging Modes and Approaches in Open and Flexible Education. Open University of Hong Kong Press, Hong Kong (2014)Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Centre for Learning and TeachingVocational Training CouncilWan ChaiChina

Personalised recommendations