Akademik Veri Yönetim Sistemi
Bilgin M. (Yürütücü), Karabulut Ş., Kökçan R., Okyayuz A. Ş., Boztunç Öztürk N.
Erasmus Projesi, 2021 - 2023
Digital
learning has become more important due to the pandemic. As learning spaces
continue to evolve beyond the physical space, take advantage of new
technologies to create connected, flexible learning environments. The learners
of today are different and digital learning is key to students’ long-term
success (Tiemann & Annaggar, 2020). During the online lectures, it’s hard
to keep students engaged without a teacher’s physical presence and face-to-face
contact. Moreover, a key concern is connected to practical VET courses
impossible to put into practice without in-person instructions and courses
relying mostly on hands-on work such as welding, CNC, machinery, and
maintenance. In a physical vocational training environment, the teacher
first teaches and shows to the learners how they can do a job in the best way
and then practices. Finally, students make a practical application on the same
work in a workshop or laboratory environment. Thus, the teacher creates an
effective learning environment as it uses visual, auditory, and practical
elements together in the process of providing students with skills (Şahin,
2008). In digital learning, it’s difficult to give practice training. If
suitable technologies for practical training are developed, practical training
given face to face can be transferred to digital learning. It’s hard for
teachers and students to start using a learning management system or any other
digital tool out of nowhere without additional training. They could be
overwhelmed by the amount of data they deal with trying to go digital, as well
as frustrated facing the unknown. Switching from the traditional classroom and face-to-face instructor training to computer-based training in a virtual classroom
makes the learning experience entirely different for students and teachers.
Their resistance to change doesn’t allow them to adapt to the online learning
environment, whereas it takes time for them to get accustomed to Course
Management Systems (CMS) and the methods of computer-based education. While
passive listening and notes taking are expected in a traditional classroom,
online discussions, or creating a web page demand springing into action. During
the pandemic crises, vocational education schools and the academic units of
companies encountered various problems in distance vocational training. Teachers
faced difficulties in preparing digital training materials due to the lack of
skill to develop digital training material. Therefore, they had to share
low-motivated lecture notes that did not interact with the students. The
students did not show much interest in the shared content and demanded to
develop of better training tools having more effective and motivating content.
The
crisis period showed how important it is for teachers to be digitally skilled.
In this process, some teachers developed their digital skills, while others
think that they need further development. (EU Digital Action Plan Report).
The overall aim of this project is to develop an effective and motivating digital training model in
vocational and technical education where a teacher can do in the learning
process synchronous having with remote connection Augmented Reality (AR)
glasses. In this sense, this project is original in terms of the synchronous participation
of the students to practical training via the AR glasses of the teacher.
The
project objectives are to strengthen vocational education with an innovative
digital training system based on AR technologies, to make a situation analysis
to determine the current state of the digital training in VET and companies, to
improve the digital skills and literacy of VET teachers, to develop an AR-based
vocational training, to establish a Quality Assurance and assessment system.
The primary target
group of the project is; students, teachers, VET schools, companies, and industrial
organizations. With the project strategic cooperation between universities,
vocational schools, and companies will develop an
innovative digital training system in VET. In the current situation,
transforming education according to digital developments is a task of all
actors in the education system. This transformation should include enhanced
dialogue and stronger partnerships between educators, the private sector,
researchers, industrial organizations, and public authorities. The capacity of
institutions will increase with innovative approaches and promote modernization
based on strong cooperation within the international dimension. The development
of high-quality and inclusive digital education, which respects the protection
of personal data and ethics promoted. The growth with an innovative
understanding between vocational education and cross-border regions and
cross-border cooperation improves. The exchange of experience and know-how
between different organizations and participants encourages.