Lecture, computer-based learning and facilitated open learning
Combine shorter lectures with web-tools and let the students interact in facilitated open learning.
Lecture, computer-based learning and company based learning
As above but with the experience of real life at the company.
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Students have indicated that they prefer less lecturing and more of other learning methods. The IVOLVE-teacherís questionnaires results have indicated that reducing lecturing increases the chances of their students achieving objectives. However, observations during the trainersí exchange indicated that some lectures were very effective when there was substantial interaction between lecturer and student. This was observed in classes in Bulgaria and in the UK. Without this interaction, students were not likely to be engaged and learning was less effective.
Computer based learning
Computer-based learning, company based learning and practical skills development
Add the college-based workshop to an appropriate computer programme and try it out on the shop floor at the company.
Computer based learning, lecture and mentoring consultancy
Claim the benefits of a mentor after the lecture and solve the new-found problem with the computer.
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Computer-based learning is one of the most used techniques identified by the IVOLVE-teachers. When lecturing was reduced, teachers felt that access to computers by students was crucial. It was also vital that support services were in place to ensure that the computers were working efficiently, and system failures were reduced. Increasing computer-based learning increases the probability of objective achievement. Computer-based learning has many outlets for interactive work with students.
Individual training, lecture and practical skills development
First course for basic level students? This is the combination of methods that will never go out of style. Support the students with individual training after the lecture and let them try their skills in the workshop.
Individual training, practical skills development and facilitated open learning
When the students have reached a more complex level, add facilitated open learning to your armoury and let the students work independently, solving real project tasks individually or in a group with assistance if needed.
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Individual training was used substantially at the basic level and less at advanced and university level. This indicates that basic level students need more 1:1 support, for example in a workshop environment they need detailed instruction and demonstration before they can develop their own skills. Increasing individual training increased the probability of objective achievement. Individual training usually occurred in a practical class in a workshop, where teachers went round the class giving individual advice and guidance. This was vital for showing a student what to do, checking the quality of what the students are producing and correcting mistakes. It was naturally closely linked with practical skillsí development.
Company based learning
Company based learning, computer-based learning and mentoring consultancy
Practice, e-learning and guidance by a mentor, could a combination be more supportive and attractive for the autonomous student?
Company based learning, individual training and practical skills development
For the non-independent students; challenge them with various training methods at the company or at the college.
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There were some indications that increasing the use of this technique improved chances of achieving objectives. Advanced level students in particular indicated that they would prefer more company based learning. This shows a need to relate their learning experience to the real world of work. In the trainer exchange, good practice identified in Sweden was the use of project work to encourage interaction between companies, students and colleges in automatic installations.
Practical skills development
Practical skills development, lecture and company based learning
For starters designed to motivate the less motivated students and make them comfortable when starting a new course.
Practical skills development, facilitated open learning and lecture
The next step for the young and up-and-coming independent students, allowing them more freedom and responsibility with facilitated open learning.
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Practical skills development was used extensively by most partners, at all levels in the IVOLVE project, although there were some indications that increasing its use, does not necessarily improve the chance of objective achievement. However teachers certainly highlighted the value of this technique for developing practical skills, for illustrating and applying theory. During the trainersí exchange, good practice was identified in the UK in a workshop, where there was interaction between teachers, facilitators and students. In Sweden excellent equipment was identified as part of good practice, whereas in Catalonia a well prepared and structured workshop for practising was identified as particularly good.
Mentoring consultancy, individual training and computer-based learning
Allow the students more problem-solving tasks by giving them more complex assignments (moving from individual training to mentoring consultancy) and assisting the assignment and the learning with computer based learning.
Mentoring consultancy, computer-based learning, lecture
Mix three ingredients that are very different from each other and receive the perfect learning cocktail.
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This technique was used by most teachers at basic and advanced level, but the percentage compared to other techniques was small. It may be that teachers are unfamiliar with this technique and uncomfortable with using it. Therefore it is vital that teachers receive staff development in this area. Mentoring consultancy could be thought of as a step further than individual training. The relationship between the lecturer and the student is more mature.
Facilitated open learning
Facilitated open learning, company based learning and computer-based learning
Reach out and grab the challenge of mixing non-traditional methods for the advanced and highly motivated students, autonomous and responsible for their own learning.
Facilitated open learning, practical skills development and computer-based learning
A combination of methods that fit most levels and most types of students. It does require some independency but would probably be one of the combinations that would meet the requirements of basic, advanced and university level students.
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This technique was used by several lecturers at basic and advanced level, but the percentage compared to other techniques was small. However, increasing its use raises the probability of objective achievement. This method enabled to differentiation between students on different activities. A range of tasks at different levels stretched students who were working more quickly. They could be left to work with very little support. This then allowed the teacher to give more time to slower or low ability students, using either individual training or mentoring consultancy.