DIGITAL LEARNING PATHS

<< Background >>We addressed the following needs:NEED 1: The need of possibilities for individualized education. This is possible on our new developed OER-platform: Ariadna.eduaction, on which we developed, 40 learningpaths per technical field.NEED 2: The need of a better coherence between the training courses and the needs in the industry: Therefore, all features of the platform Ariadna.education and the accompanying learningpaths are developed based on feedback from stakeholders of the industry.NEED 3: The need to make VET- education more attractive. In the development of our learningpaths. Therefore In the development of our didactic material and learning paths, our starting point was always to captivate the students.NEED 4: The need to adapt and improve the teaching practice. The developed learning paths give us the opportunity to diversify in teaching methods, which improves the quality of teaching as a whole.In the projectteam, we built a collaborative platform with digital resources, on which any teacher can build his own learningpath. The international nature of the project ensured that there was input from organisations with different experiences and expertise, different specializations and different approaches.<< Objectives >>1) To design and build an online platform (https://ariadna.education/) for VET, with various resources, on which teachers can easily set up digital learning paths for their students. 2) To encourage VET- teachers to use (and also develop it themselves) better training methods so that they can meet theincreasing need for quality in technical training.3)To increase the cooperation of project partners (VET institutions) with the different stakeholders active in the vocational education and with the industry. 4)To demonstrate to VET teachers, students and different stakeholders the need for new teaching methods and the benefits of these new methods. 5)To identify the contribution of the digital learning paths to the integration of all students, in order to improve the inclusion of disadvantaged learners.6) To promote innovative teaching methods in order to increase the influx into technical education, given the dire shortage of technicians on the labor market. 7)To support the development of skills of project partners in project management (especially for project partners with little experience in project management) and in educational management.8) To exchange know-how between the different partners and build a strong partner<< Implementation >>MANAGEMENT ACTIVITIES:A1:We drew up partneragreements between the coordinator and each partner.A2:The original intention was to draw up a projecthandbook as a guide for the projectpartners. This was completed partially, but soon it became clear that a tailor- made advice worked better for each partner individually.A3:We set up an internal workspace “dotedu.net”, containing all developed didactic materials and all documents used during TPM’s, LTTA’s, on line meetings and the used powerpoints and minutes and reports drawn up after those activities.A4: We set up a steering committee with a group of people responsible to make management decisions. These persons were present during almost every meeting.A5: After most TPM’s and LTTA’s, a report or minutes were drawn up.A6:After each online meeting, minutes were drawn up.A7:For every payment done by the coordinator to the partners, a payment note was drawn up, explaining the calculation of the payment. In June 2022 and in Augustus 2023, an overview of the already spent budget so far was sent to each partner.A8 and A9: These activities only refer to the development of the interim and final reports for the National Agency.A10: A Quality Assessment (QA-plan) was drawn up. This plan involved: baselinemeasurement, impactmeasurement, surveys to gather input and feedback from stakeholders for the development of didactic materials and the OER- platform “Ariadna.education”, evaluations by questionnaires of the TPM’s and LTTA’s.A11: A general dissemination strategy was drawn up by the coordinator and each partner drew up his own dissemination plan as well.A12: Each partner developed a proposal for a project logo. After voting, a final choice was made for the project logo. This projectlogo is added on each developed didactic material and on the OER- platform Ariadna.education.A13: Several partners developed their own leaflets and used them during dissemination activities.A14: Several partners developed their own posters and panels and used themduring dissemination activities. A15: Project website: A part of the platform Ariadna.education is set up as project information (namely the tabs: “Project Information” and “News”).A16: Dissemination on social media: every partner disseminated on social media.A17: Most partners also disseminated via press releases.A18: In the course of the project, two E-newsletters have been developed.LEARNING ACTIVITIES:-Learning activity 1 in Romania: Training in Digital Education for teachers. (9/05/22 12/05/22) -Learning activity 2 in Spain: Learning activity in Marine Technics for the partnerschool from Croatia/Sibenik. (24/04/23 28/04/23)-Learning activity 3 in Croatia/ Sibenik: Cross curricular tests of digital platform and digital learning paths + training in digital tools for students and teachers. (8/05/23 12/05/23)<< Results >>TANGIBLE RESULTS:The tangible results are:1)A new OER- platform “Ariadna.education” (https://ariadna.education/), on which can be used existing digital learningpaths (as a student) or can be developed new learningpaths (as a teacher).The existing learningpaths are accessible via the tab “Learningpaths”. Each developed learning path is represented by a rectangle. Via the menu above, the desired kind of learningpaths can be selected. For each technical field, a different colour of rectangle is used.The following number of learningpaths have been developed by the project team:-Field Automation and robotics: 49 learningpaths-Field Mechanics: 49 learningpaths-Field Central Heating: 24 learningpaths-Field Marine Technics: 43 learningpaths-Field Construction: 41 learningpathsAll learningpaths are set up with the same structure: motivation phase, information phase and consolidation phase. The learning paths represent a process that the student must go through in order to learn about a particular subject. The way to go through a learning path is self-explanatory.To be able to develop a new digital learningpath, an account is needed and can be requested from the Romanian partner. A manual on how to develop a new learningpath is added (via a link) at the bottom of the page “Project information” and after clicking on the button: Add new Learningpath.2)A lot of didactic materials in the 5 technical fields, have been developed by the projectteam:-Field Automation and robotics:26 powerpoints, 14 powerpoints with narration, 12 videos and 1 textdocument have been developed.-Field Mechanics:47 powerpoints, 8 powerpoints with narration, 7 videos and 15 textdocuments have been developed.-Field Central heating:20 powerpoints, 6 videos and 14 textdocuments have been developed.-Field Marine Technics:7 powerpoints, 22 animations, 45 videos and 7 textdocuments have been developed.-Field Construction:12 powerpoints, 1 powerpoint with narration, 10 videos and 12 textdocuments have been developedINTANGIBLE RESULTS:Although there were signs among the participating students at the LTTA in Croatia/Sibenik (and later on) that students' motivation, independent study, self-evaluation, ability to catch up in learning subjects were stimulated, it was only at the end of the project possible to actually put this into practice. This is because the form of the learning paths and didactic material had to gradually evolve into a flexible form during the project duration. At the end of the project we were faced with the exam periods and shortly afterwards the summer holidays, so we actually missed the big breakthrough a bit. The expected breakthrough and also the success experience among the teachers will therefore occur at the start of the next school year. However, the members of the project team were already able to build a strong network with stakeholders.Stakeholders also have the option to add didactic materials and learning paths to the platform themselves. Thanks to this feature and since the bond with the stakeholders has been forged, this provides great potential for the future.