Hybrid Learning Lab for Industry 4.0 Mechatronics

<< Background >>Recent development in Industry 4.0 has changed industry at global scale. Role of secondary vocational school is to prepare students for this new working environment. We recognized the need for improvements in IVET curriculum for mechatronics at the upper secondary school level. Several relevant needs emerged that can improve the education: 1) Student competences must be incorporated into curriculum: solving challenges, creativity, innovation, entrepreneurial skills, ability to build relationships, advance research. 2) Secondary schools must anticipate and respond in time to fast needs of the industry 4.0 related labour market. The speed of change in companies is getting faster and the ˝shelf life˝ of relevant knowledge is shorter. IVET providers must become more flexible and responsive, renewing their offer according to changes in industry, ensure more freedom in curriculum goals and learning outcomes, offer more personalized learning choices for IVET students, and facilitate peer-to peer learning and mobility. 3) Need for simulating wider use of technology-enabled learning, including combination of physical space and virtual platforms. Increase diversity and volume of collaboration among peers from different EU member states.<< Objectives >>1)Reinforce the capacities of 3 initial IVET centres/ secondary schools for development of curriculum in the field of mechatronics at the upper secondary level in response to fast changing Industry 4.0 related market needs.2)Strengthen capacities of IVET teachers from 3 initial IVET centers/ secondary schools for collaboration in the delivery of the curriculum framework.<< Implementation >>1)Comparative analysis of IVET systems in Croatia, Estonia and Portugal was carried out to ensure good quality of curriculum framework for industry 4.0. Report was delivered as Project Result 1.2)Short term joint staff trainings were conducted to exchange competences and know-how practices between teachers included in the project. 3)Based on outcomes of activities 1 and 2, a curriculum model was developed ˝Hybrid Learning Lab for industry 4.0 Mechatronics˝, or Project Result 2.4)Methodological guidelines were developed as Project Result 3.5)Pilot- tested the ˝Hybrid Learning Lab for industry 4.0 mechatronics˝ curriculum in IVET centres/ schools in Estonia, Portugal, and Croatia. VET centre/school delivered elective subject to a group of students from different countries, as part of short-term physical student mobility, and exchange of competences between teachers.6)Dissemination: project-based web platform was designed, and multiplier events were organized to share the experience about the project development.<< Results >>1)Enhanced competences of teachers and staff from IVET centres/ schools from Croatia, Estonia and Portugal that are included in teaching mechatronics.2)Comparative analysis of mechatronics curriculum in upper secondary school level.3)Flexible curriculum framework that enables agile and future oriented competence development in mechatronics for Industry 4.04)Methodological guidelines that demonstrate quality factors required for hybrid collaboration between schools and are pilot tested in 3 Croatia, Estonia and Portugal.