Pedagogical Framework
The details of the TEFFIC pedagogical framework.
In the last
element the rapid development model of the TEFFIC pedagogical framework was
presented.
The model begins with an industry analysis followed by an analysis of the capabilities of your own institution. Then it moves into a rapid development cycle centred around an authentic task. This cycle can be iterated frequently to keep in pace with the industry's learning needs.
The TEFFIC pedagogical framework is meant to be a "toolbox" for educators within the Industry 4.0 domain. The elements of the toolbox support the phases in the rapid development model and is a foundation for the formation of multidisciplinary competences, real world relevance and social skills.
The
core of the framework is the working tasks the students will solve through the
learning process. The next element in our series is dedicated to the design of
authentic learning tasks fitted into a model for design of learning processes.
The venue for the learning process is important, and the process must be designed to fit into the premises and equipment available. A separate elementis dedicated to the discussion about didactics in different venues.
Learning in groups is deemed the most efficient method for establishing multidisciplinary competence as well as for training social skills. To succeed and reach the desired learning outcome in these areas, and I the field of subject matter, it is wise to compose the groups with students of different personalities and background. Our sixth element is dedicated to the formation of successful learning teams.
As an educator you have three main responsibilities, to structure the students learning process, to give the students subject support, and final - but not least - to provide the students with feedback throughout the learning process. If the feedback is well formulated, it will make the students reflect upon the subject and the progress of the learning process. Element number seven is about reflection and feedback.
Online learning is an educational channel I rapid growth. Especially for upskilling and reskilling of employees in the industry with the need to prepare for future demands. The eight element address this issue by describing different e-learning models by the means of real world examples.
An opportunity arises when an educational institution enters the world of e-learning. The material produced for net based studies may also be used for students on campus. This is an important enabler for flipped classroom and make it possible to spend more time working on the learning tasks together in student teams. Our ninth element discuss blended ways of learning.
In the flipped classroom educational model, the students acquire the subject matter through books, videos, e-learning and other means. The time spent on the school's premises is used to solve tasks. This method of working ca be used both on campus and in virtual learning environments, but there are pitfalls ... Our tenth element is about flipped classroom.
Educational technology is expensive, both to procure and to run from day to day. Simulations may be a way to remedy this. A virtual environment where you can learn advanced technologies. Our eleventh element discuss ways to make learning in a simulated environment more efficient.
Our twelfth and last element gives a summary of the TEFFIC educational framework and the models behind.
This concludes the presentation of the elements in the TEFFIC pedagogical framework. After you have finished this paper, take some time to reflect upon and suggest answers to these questions;
In what way do you think you can implement the TEFFIC elements in designing learning for an Industry 4.0 subject?
Do you miss any elements in the framework?
The next element in this series is about design of authentic learning tasks.