Innovative Technologies for Vocational Training and Learning – Challenges and

Practices in Bulgaria

Dr. Mariya Aleksandrova Ivanova, New Bulgarian University, Business Administration

Departmentmaivanova@nbu.bg; 0887290543

This report presents the practices in Vocational Learnin Technology in Bulgaria.

What has changed in Bulgaria?Organizations as a result of:O revolutionary transformations in society, O globalization and informatisation.

Crucial for the functioning of organizations are not physical assets and PEOPLE with their potential and organizational competence.

Continuous training of personnel is not only a means of enhancing expertise of individual employees, but also a means of ensuring a stable organizational development.

Radically change the role, place and importance of vocational education and training.

What has not changed in Bulgaria?

„We try to use the institutions of the 19th century to prepare young people for life in the 21st century.”

Yoram HarpazThe Branco Weiss Institute

for the Development of Thinking

And more….

Traditional professional education does not meet the needs of business and the economy.

The factors for change in the methodology of vocational training

VET in Bulgaria faces the challenge of using the benefits and potential of information and communication technologies to provide high quality educational process as well as maintain practices and outcomes in a spirit of openness, fairness and international cooperation through:OParticipation in networks, technology transfer, building banks of knowledge, development of teaching materials and sharing experience of their application in teaching, training and research as a knowledge accessible to all;

Ocreating new learning environments, ranging from overcoming the distance between schools and complete virtual training centers capable of providing high-quality training systems, thus serving social and economic development and other priorities of society;

Owhile ensuring that these virtual education based on regional, continental and global networks, function in a way that respects cultural and social identity.

New technologies expand access to VET, by offering opportunities for innovation in learning content and teaching methods. The iterative learning methods that transform information into knowledge and understanding are essential.

 Modern technologies change the role of teachers in terms of the learning process.

They possess new skills and knowledge to work with modern information, communication and educational technologies. The traditional style of learning in which students learn by reading alone, make assignments or solve problems is no longer sufficiently effective. Educational books are complemented with electronic materials, class rooms are replaced with electronic platforms, discussions are carried out in internet forums and networks. Progressive is the method of collective training in which students work and study in self-help teams sharing experiences and discussing best practices in the real world. The teacher acts as a facilitator. Teachers need to come out of isolation and to encourage students to collaborative research.

The Centre for Distance and E-Learning at NBU expertise in Vocational Learning Technology

O We present the experience of the Centre for Distance and E-Learning at NBU as an example of good practice, summarizing the possibilities of application of modern technologies in vocational education.

O This Centre for Distance and E-Learning was developed as a project – “Development of e-learning” – in continuation of the experience gained from working on projects “Developing web-based training” and “Building an electronic library”.

Objectives of the project:O 1. Development of the training forms: Moving to computerized e-learning with high

flexibility of teaching and learning opportunity for students at a convenient time and place. Increasing electronic forms of teaching and communication and reducing the volume of classroom lessons. Prevaling rates of educational center outside.

O 2. Development of resources for e-Learning: Enhancing the effectiveness of the use of facilities. Increasing the usability of electronic forms of learning - input from teachers, electronic forums, exchanges between students, providing resources from the library exchanges with other educational institutions.

O 3. Create a common platform for e-learning: Provide an opportunity to use different e-learning platforms and selecting the most appropriate. Establishing standards for the training forms and platforms for e-learning.

First step: Analysis of the current state of e-

learningResources for e-learning:OOrganizational resources - Center for Electronic Materials, with features: Development and maintenance of electronic training module - Introduction of educational materials for courses; Conducting workshops to assist teachers in the preparation of e-learning materials; Maintenance of Internet, radio and TV. Design and development of visual, audio and video: Created and circulated e-learning material - Multimedia CD; Multimedia application; Multimedia lecture; Electronic publications.

OElectronic resources: Website, electronic training modules, Library electronic resources Electronic Publishing.

OMaterial resources - computer rooms and laboratories

We found the following shortcomings: OElectronic educational materials are few and mainly hypertext. OOpportunities for electronic communication teacher-student and student-student used weak.O There are no standards for e-learning and e-learning materials. ONo coordination center to organize e-learning. OThe available material conditions and resources for e-learning (equipment and software platforms) are not connected and the interaction between them is neither planned nor coordinated. OTeachers are not trained and motivated to use electronic materials and electronic communication training. OPart of the constructed material resources need updating.

Second step: To improve the state of e-learning, the following tasks and activities were proposed: ORegulation of e-learning - Usability Research of existing e-learning modules; OProposal for updated standards for school courses- requirement for online resources and communications to each course; OProposal for Standard Weekly; OSwitching to a single platform for e-learning. Increasing the usability of the available electronic resources.ODigitizing and processing of the teaching materials;O Introduction of learning materials in electronic training modules. (Presentations, virtual demonstrations, audio lectures, movies). OIntroduction of university publications in electronic training modules - hypermedia documents containing hyperlinks, audio and video components, graphics, etc.

Introduction of new electronic learning forms: OConnecting external training resources - inclusion in the network swapie.com - European Project for development of electronic communication between students. OEntering module for synchronous communication (chat) student-student and student-teacher.O Development of educational films. OConnect Moodle's electronic resources in the library (references, periodicals, books, book chapters, theses, articles, etc.).

Create a system for continuous study of the practices of e-learning: OCreate goal-based programs and e-learning. OIntroduction of video consultations and exams. OIntroduction of electronic tests for ongoing evaluation.O Exchange of electronic resources with other educational institutions OThe philosophy of the creative class and problem based learning.

Third step: Study was done with students from the professional program who have some experience and work in 45 companies in Bulgaria

The respondents defined the creativity as the ability to come up with novel and useful solutions to meaningful problems. The expectations – in what ways business education could develop the creative talent?

Fourth step: rationalize profesional rogrammes based on the philosophy of the creative class and problem-based learning

Othe challenge is for educators to design new learning environments and curricula that really encourage motivation and independence to equip students with learning skills, thinking and problem solving skills. ODevelop the learning environment, encouraging risk taking and help students to work with complex and unpredictable situations where there are no right and wrong answers.OBy having real life problems (rather than content) as focal points, students as active problem solvers and teachers as coaches, the learning paradigm would shift towards the emphasis and attainment of higher level thinking skills.

Suggestions for rationalization of the

curriculumO The curriculum must be concerned with ‘employability’ including the interrelationship of theory and practice, and the development of business related skills – risk taking, innovation and creativity, change management

O Need to develop a collaborative learning culture within the student cohort

O The use of innovative means of assessment based on reflection, portfolio building and personal plans

O Creating a ‘Business Like Culture’ throughout the operation of the programme

O Develop opportunities for students to engage in ‘real life HRM problems’

O The use of diverse and rich mixture of learning strategies and tools (brainstorming, role plays, real case studies, etc.)

O Programme taught modules that are delivered by interdisciplinary teams including practitioners and academics

O ‘Blended Learning’ is more than adding ICT to traditional methods of teaching and Learning

Фиг. 1. Елементи на обучителната система

Учене

Дейностиипроцеси

Методи

Обучавани

Fifth step: A new teaching system is being developed, which includes:•approaches, •technologies, •processes and activities, •defining the roles of the participants, •methods of learning and assessment.

Learning Process Design TeamLearning Process Design Team

StudentStudent

Teacher / Course content expert

Web-specialist

Study design specialist

Course coordinator

Graphic designer Video operator

Курсист

Курсовконсултант

Курсисти

Работномясто

Семинарнизанятия

Електроннакомуникация

Електронниресурси

Учебникниги

Електронниучебни

материали

Телефон/Факс

Учебнапрограма

Интернетфорум

Координатор

Аудио/ВидеоМатериали

Домашнизадания

KEY ELEMENTS OF E-LEARNING PROCESS

Work based E-portfolio

Work place and professional standards

Academic e-portfolio

Study program competences

Time table, study guide and courses books

E - tutor marked assignments

feedback

Tutorials – group learning with tutor

StudentsE- Self helps group

Exams and e-portfolio assessment

Tutors and academic support staff

Courses websiteTutor Group area

Telephone/ faxE-mail

Audio, video, CD-ROM for revision and self - testing

Electronic resources

StudentStudent

Establish is that The best methods for learning stimulating creativity and

innovation are:O Discussions, stimulating the sharing of ideas

and sharing of experiences;O Techniques to create imaginary situations and

risk-taking;O Questions, stimulating considering various

options based on their own experience and innovative practices;

O Real cases of companies;O Breymstorming;O Role games O Techniques for teamwork;O Information and communication technologiesO Effective learning environment - Web 2.0

Innovative methods of the application of Web 2.0 based learning

The applicable instruments implemented in the process of training of professional programs can be grouped into 4 groups:

Environment to work in virtual teamsOGoogle Docs is an online tool that allows multiple users to work on a shared document in real time. Changes can be easily tracked and attributed to each of the people working there.OOnline office platform (Web or office) is a kind of office package provided by Web sites in the form of software as a service. They can be viewed online through the Web browser, regardless of operating system. This allows users to work together in virtual teams. Web offices are a combination of opportunities for productivity, publishing and collaboration.

Aids communicationOWeb conferencing is used to conduct live meetings or presentations over the Internet. In such conferences each participant using your own computer and is connected to others through a global network.OWebinar is a specific type of web conference as a workshop or lecture. Usually a one-way, from the speaker to the audience, the latter being limited opportunities for interaction with the participants. Webinar may include inquiry or question and answer session to enable full interaction between the audience and the presenter.

Means creating a shared knowledge baseOMoodle is an online learning platform where teachers and students meet. Teachers can create courses, manage files, create tests and to teach in a virtual room.OYour bookmarks are social practice to preserve the address of the Web site in the Web browser that the user would like to visit again in the future.OThe social network is a structure of nodes representing mostly individuals or organizations connected on specific types of nodes as a concept similar interests, financial gain, friendship, traditions, hyperlinks and more. In contemporary society, social networks have revolutionized the way people communicate and share information.

Management tools and work on project tasksOA wiki is a website that anyone can edit. The original wiki idea is that each user in the world can network through its Web browser simultaneously read and edit a page and therefore to simplify the process of uebredaktirane.

Instruments of web 2.0 teaching

O Virtual forms of working environment - Google Docs, Moodle Wiki, web offices O Google Docs – web office offered by Google O Acrobat O Workspace – web office offered by Microsoft O Zimbra – web office offered by Yahoo!O OpenGoo – Open Code application

O Communication assisting toolsO Web conferencesO Webinar – a specific type of web conference in the form of a

workshop or lecture

O Tools for creation of a common knowledge baseO Online learning platform - Moodle O Social network

O Project work and management tools

The key figure – THE STUDENT

His/her competences are matched with the professional standards for competence.

Determining the deviation from the program’s frame of competence gives the opportunity for individual development planning for the student for the duration of the study. This provides added value to the learning program via achievement of student’s individual goals and the goals of the program.

Determining the students’ personal and group profiles allows for choosing the correct learning approaches and methods at the very beginning of the learning process.

The StudentCorrects the discrepancies between:O intentions and results within the existing framework by altering his actions.

The transformation is a reflection of:O studnent’s actions, O student’s goals O objective feedback, which lead to change in his ideology and behaviour.

e-portfolio. O The e-portfolio is a new and very important element of the

learning approach. O The e-portfolio consists of 2 parts – academic and

professional (work-based). O The aim of the e-portfolio is to collect the required evidences

from the workplace and the program in order to prove competencies against the Professional standards.

O The e-portfolio is from one side an evidence for the student’s activities and progress during the academic program, and from the other side – a tool for assessment of professional competencies.

O Key elements of the E-portfolio: Library and resources; Information for student – CV, prior-learning accreditation results, etc.; Reports – preliminary managerial report, managerial research report; Plans for Continuous professional development; Different types of evidences from the workplace and learning activities ; Storyboards; TMAs ; Comments and feedback from tutors, colleagues; Self-evaluation and evaluation, etc.

Chosen Standards

StandardCore

management

Standard People

management and development

StandardElective

specializations

StandardApplied Personnel

& Development

Download and complete CPD record

PA suggests changesand additional evidences

Candidate started buildsPortfolio

Has advisory contacts with PA

Portfolio material is agreed & ready for assessment

Chart Chart A: Candidate builds and prepares Portfolio for AssessmentA: Candidate builds and prepares Portfolio for Assessment

Candidate portfolio area now is available for assessment

Candidate includes evidence

materials in e-portfolio

Assessment plan meeting

Assessment and Certification

Standards selfself

Diagnostic MeetingDiagnostic Meeting

Candidate attends Portfolio Development Workshop

Candidate forumAdditional resources

WEB - based assessment

The main objectives of the system are:OTo facilitate the processes of preparation for assessment and the proper assessment, verification of assessment and feedbackOTo support stakeholders with information about the process, their duties in different stages, communication with peers and assessment center personnelOTo increase the speed of the operationsOTo increase (facilitate) the access to the system and communications among stakeholders from distanceOTo increase transparency of the assessment processOTo increase the rigor of quality assurance proceduresOTo facilitate 360 degree assessment and processing of informationOTo minimize paper workOTo give additional opportunities for type of evidences presented (e.g. video, audio, voice, etc.)OTo structure the activities of candidatesOThe WEB – based system is designed to support the collaborative work of all the actors of the Professional Assessment Center (PAC) process.

Web 2.0 O As means of effective communication it assists in learning and

development; O Develops digital competence that assesses the aspects of

business and public sector

This environment assists in the transition: O From hierarchical structures, based on courses and topics to

more student-centered networks; O From students as knowledge users to students as knowledge

creators; O From information distribution to more horizontal models of

information and knowledge sharing (shared learning, learning is self-assisted groups);

O From learning management systems (LMS) to personal learning environments (PLEs);

O Stimulates the knowledge transfer and sharing, as well as creation of knowledge and artifacts by students;

O Stimulates the creation of personal portfolios.

ConclusionO Traditional methods and technologies for teaching do not meet the expectations of the students.

The process of change requires the design of learning environments that manage differences and a new philosophy of education for the construction of the creative class. This environment implies problem-based learning. Designs a new training system including approaches, technologies, processes and activities, defining the roles of the participants, learning methods and performance assessment.

O The key figure is the student with its competences that correlate with professional standards and competency profile. Establishing deviations from the competency framework of the program allows for individual development planning trainee for a period of learning, which adds value to students from his training by achieving individual goals and objectives of the program.

O The establishment of individual and group profiles allows students to choose the appropriate methods and approaches to learning in the early learning process. The team responsible for the design of the learning process is composed of: teachers and trainers, and in the creation of e-learning course includes also a graphic designer, videographer and web specialist. Applying a combination of full-time training courses through electronic resources and transformational learning is a complex process. Learners correct the discrepancies between intentions and results within the existing framework (worldview) by changing their actions. Transformation is a reflection of the actions of the learner, its goals and objective feedback that lead to a change in his outlook and behavior.

O The proposed model for learning overcomes problems such as lack of competence to practice relationship, a strong academic focus and using only traditional approaches to education. It responds to the new realities of the business environment using modern educational technology. The results show the benefits of specific ivnovative practices to achieve practical knowledge applicable to the formation of "thinking practitioners". Achieving functional, personal and intellectual competence for the construction and validation of modern business by improving the performance of work, corresponding to European professional standards is a guarantee for success and sustainability.