2nd International BIBB Roadshow "Digital Media in VET“
With the International BIBB Roadshow 2021, BIBB offered insights into the use of digital media in VET for the 2nd time after 2019. The focus was on so-called immersive technologies, such as virtual reality, and their use in vocational training practice.
The 2021 BIBB International Roadshow “Digital Media in TVET” in the context of the BILT Learning Forum offered valuable insights on the benefits and challenges of developing and implementing digital media tools for TVET. The event put a focus on so-called immersive technologies – for instance virtual reality – as well as related technologies and their benefits for TVET practice.
The virtual event presented three practical examples from Hong Kong, Switzerland and South Africa. The projects show how virtual reality can be used, e.g.
- to practice the maintenance and repair of passenger elevators (Hong Kong),
- to support reflection on professional practices using video authoring tools (Switzerland), and
- to promote learning through the execution of customer orders, e.g., electrical installations, in the context of a 3D video game application (South Africa).
Virtual Reality in VET - three practical examples
While Hong Kong has experienced manpower shortage in various industry sectors, the situation is more acute in traditional “dirty, dangerous and demanding jobs“.
The VR Training Simulator for lift repair and maintenance makes use of immersive technologies to make learning fun and interesting, and to promote a new approach to training through technology in vocational and professional education (VPET) in Hong Kong. The application raises trainee’s safety awareness and improve trainee’s ability in responding to emergency and accidents in the lift maintenance sector.
The VR Training Simulator is recognised as an official Continuing Professional Development (CPD) training unit for registered workers in the lift maintenance industries. The project has received award at the 2020 Hong Kong ICT Awards and received the best performance award – Gold Award in the 19th Hong Kong Occupational Safety & Health Award in 2020.
About VTC Hong Kong
The Vocational Training Council (VTC), established in 1982, stands at the forefront of vocational and professional education and training (VPET) in Hong Kong. As a statutory body, the VTC ensures the skills of the Hong Kong workforce remain relevant and future ready through a full range of pre-employment and in-service programs. Its mandate to provide VPET in a wide spectrum of professions from diploma to degree levels is vital in meeting industry needs, and in fulfilling the aspirations of some 200,000 students across 13 member institutions every year.
VR Training Simulator for lift repair and maintenance
iVideo.education is a tool that supports active video-based learning. It promotes the creation of interactive videos using small pieces of footage, in order to foster knowledge acquisition, collaborative learning and students’ reflection on work practice. iVideo.education allows vocational school teachers and in-company trainers, with no particular computer skills, to customize and structure didactic material for their own teaching or training activity, using existing footage and linking it to all sorts of different resources (text documents, images, audio files etc.). It also enables individual learners or groups of learners to insert notes directly into the video. As part of the BIBB International Roadshow 2021, the project presented concrete applications of iVideo.education in vocational education and training as well as research results that prove the benefits of the application. Furthermore, directions for the further development of the application were pointed out, in particular the use of so-called 360-degree hypervideos.
The Swiss Federal University for Vocational Education and Training (SFUVET) is Switzerland's expert organisation for VET. It offers basic and continuing training to VET professionals, conducts VET research, contributes to the development of occupations and supports international cooperation in vocational and professional education and training.
The interactive and dynamic virtual learning environments by FOSH Learning are provided within a digital BIM (Building Information Modelling) environment and contextualize required theoretical knowledge and practical skills as defined in South African occupational qualification standards.
By pursuing a project-based training approach, the FOSH learning application does not provide ready-made knowledge and answers. Instead, it creates the conditions for learners to independently plan, carry out and control work tasks in the context of specific customer requests in the area of electro installation. The application thus draws on advanced cognitive and technical skills required of artisans in an increasingly digitalized working environment and aims to strengthen the professional competencies of apprentice electricians in South Africa.
About FOSH Learning
FOSH specialises in the development of content, training material and learning experiences for various trades, including plumbing, electro installation, bricklaying and more through a collaborative and community-based approach that engages relevant stakeholders from the private and public sector and society in South Africa. By optimizing digital, virtual and online technology and combining this with modern methodologies, FOSH creates multi-dimensional and reality-based learning experiences that enable participants to succeed in the South African and African labour market.
The virtual learning environments offer trainees an opportunity to practice in a safe working environment, support the development of knowledge and competencies, while the integration of game-based elements (gamification) promote learner motivation.
The presented projects highlighted the importance of a goal-oriented use of digital technologies for technology-enhanced learning (TEL) to ensure a benefit for teaching and learning in TVET.
Challenges and perspectives of development for the use of digital media
The following discussion with the project representatives identified central challenges and development perspectives for the use of digital media in TVET:
The clarification of the goals and purposes in the development phase should always form the starting point for the design of digital learning applications and tools. In this context, it is important to identify industry requirements and adequate teaching practices to ensure that technology-enhanced TVET offers are relevant and effective. While working in multi-disciplinary teams is therefore a prerequisite, it is also time-consuming and can pose challenges in the development phase.
In the implementation phase, it is very important to stimulate the interest of teaching staff and show them, how digital technologies can facilitate their work. Furthermore, adapting new teaching practices in the context of TEL often poses considerable challenges for teachers and trainers and requires them to invest more time to use digital technologies effectively for teaching and training.
For the further development of TEL approaches in TVET, the project representatives agreed that the application of learning analytics would be a major step to support TVET delivery. Integrated collection and analysis of performance data has the potential to provide tailored learning pathways and support the assessment of individual training performance. In addition, analyzing learners’ so-called digital footprints will improve the understanding of how digital learning works.
All examples have been documented alongside further international project examples in the BIBB Online Toolbox “Using AR/VR in TVET”. The toolbox also features the English-language guide "Planning the Use of Augmented and Virtual Reality for VET - A Practical Guide", which provides a systematic overview of possible learning scenarios for the use of immersive technologies in vocational education and training.