Moving to virtualisation is their next step for OSZ

•  Move to cater for individualisation

Ana’s presentation was excellent and it illustrated the innovative College wide approach OSZ are taking to preparing their trainees, both dual and full-time, for the world of work and society at large.

•  Interest in developing competences during learning
• The e-competence framework in Germany
  • Defined the e-competences in the IT Sector and what are these in various sectors [Can we get a copy of this please?]
• Learning Situations
• e-Portfolio
• Some learning examples:

 On one side the school                                                                  On the other side you have the job

 

 

The challenge of school preparing people for work

Ana is teaching teachers – she works in teacher education and she also teaches students also

 

Number of meetings with employers – 3 times a year

• Formal agenda and it typically lasts for 2 hours
• The information is provided back to the Subject Teachers- practical information flows back into the college
  • Some teachers believe that these meetings are not enough and that they should occur more frequently.

 

• Not just a meeting – there are multiple touching points and avenues to gather information from employers
• It appears there is a Culture of coming together between employers and educators, even if this could happen more regularly, it is taking place.
  • How might other partners do this?
  • Are they doing it already?
  • How best should such meetings be organised?

 

E-Portfolio in OSZ

 

Optimal learning

 

Differentiation of the learning process is the main goal of the e-portfolio

The goal in OSZ is to transform the school into a house of learning

• They want to know their learners

• Know where they are at
• Support them in the classroom

 

Examples

• Scenario based learning [in our language these are more like problem-based learning scenarios]

 

• Method of teaching – material she has provided for the learners. She has customised the material and reduced it rather than increasing

 

In the portfolio it states:

The learning statements

• I can do ….
• I can analyse …

 

• They can grade themselves on their level of competency

 

Observation

Very good approaches to developing competences and in supporting staff to create scenarios to develop these skills

 

In Germany – competency framework differentiate between knowledge, skills and competences

 

• Social competency
• Self-reflective competency