Digitally Enabling Learning By Doing In Vocational Education
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Digitally Enabling 'Learning by Doing' in Vocational Education
This book introduces, rationalizes and describes some ways to circumvent the challenges of providing ‘hands-on’ learning when programmes with practice-based focuses have to be offered via distance learning. It presents a framework to help deconstruct the many aspects of ‘learning to become’ a professional or practitioner. Then, it demarcates the skills, knowledge and attributes towards ensuring learners are prepared for the exigencies of the future of work. The book details the types of pedagogical approaches, including project/inquiry/problem-based learning, which help assist learners to learn both the competencies and capabilities required. It introduces technology-enhanced learning (TEL) platforms and tools supporting ‘education 4.0’, and presents a series of contemporary research studies on the integration of TEL, which are augmented and updated to allow for the challenges of provisioning opportunities for ‘learning by doing’ through distance learning. Finally, the book proposes recommendations to help ensure that institutions are better prepared for the sustainable shift to distance learning.
Digitally Enabling 'Learning by Doing' in Vocational Education
This book introduces, rationalizes and describes some ways to circumvent the challenges of providing 'hands-on' learning when programmes with practice-based focuses have to be offered via distance learning. It presents a framework to help deconstruct the many aspects of 'learning to become' a professional or practitioner. Then, it demarcates the skills, knowledge and attributes towards ensuring learners are prepared for the exigencies of the future of work. The book details the types of pedagogical approaches, including project/inquiry/problem-based learning, which help assist learners to learn both the competencies and capabilities required. It introduces technology-enhanced learning (TEL) platforms and tools supporting 'education 4.0', and presents a series of contemporary research studies on the integration of TEL, which are augmented and updated to allow for the challenges of provisioning opportunities for 'learning by doing' through distance learning. Finally, the book proposes recommendations to help ensure that institutions are better prepared for the sustainable shift to distance learning.
Artificial Intelligence in Vocational Education and Training
This book details a series of studies across several levels of learning and vocational education and training (VET) discipline areas. In the main, the advent of natural language AI chatbots exampled by ChatGPT, has caused the educational sector to take on a defensive stance. Both schools and the higher education sector are engaged in an on-going ‘arms race’ to prevent learners from using AI to augment assessments. Therefore, there has been a focus on plagiarism prevention, rather than to better understand the potentialities for utilizing AI to support better learning. This book explores the collaborative development and planning between educational developers/learning designers and teachers to design learning activities which could leverage off various artificial intelligence (AI) platforms. In doing, support is provided for effective learning to be undertaken with an emphasis on the learning and application of critical thinking skills. The studies presented through the volume, describe the integration of AI literacy, to support learners in evaluating the relevance and efficacy of AI tools and platforms, and to understand how to best utilize these for specific purposes. This book also synthesizes a framework for the introduction, selection, and implementation of AI into the VET curriculum. It showcases recommendations and guidelines to inform the future integration of AI tools/platforms into the VET curriculum.