What are some effective ways to integrate e-learning into existing vocational education programs?

Just as you can't teach how to tie shoes without hands-on application, vocational training can't rely on just eLearning. However, eLearning can provide some of the common knowledge and comprehension level learning needed in vocational training. A blended approach will allow for a focus to be directed on the applicable level being introduced or instructed. I was privileged to watch pilot training take place, which incorporated classroom, self-directed, flight-simulator (eLearning) and hands-on training. This blended approach has provided the US Military with the most talented pilots in the world.

Blended learning models will most often be a preference over fully online models. The beauty of a blended model is that it can be flexible, and you can adapt it as you work through the program. Flipped classroom models work well as a blended learning model, where theory is provided to learners to complete in their own time and then come to class to engage in activity and discussion. This doesn’t always work for all learner groups, and you need to ensure they are all comfortable with the technology before you leave them to navigate any platforms on their own. Otherwise, you will find them coming to class unprepared, and it will disrupt your session plans.

Competencies are what we want to see from an individual who performs as expected while unsupervised. The standard that’s needed on the job is called the Operational Performance Standard (OPS), and competencies are a reflection of those standards. The person/trainee/learner should know not only how to develop the required competencies, but should also be able to identify the common indicators relating to each competency and work towards achieving the OPS. A competence is built on a foundation that starts with formal instruction, whether is blended learning, e-learning, or informal learning.

Trainees in vocational training ask that more attention be paid to showing them the purpose of the lessons followed, especially if they are theoretical. Their concern is to acquire one or more skills, and the link to the job must be clearly explained to them. They may even not be in a position to get involved in the training until they are explained the practical purpose of the curriculum. It is clear that one of the main objectives today is to provide students with activities that are representative of the real world, if only because this is one of the best ways to assure them that the teaching offered to them really serves a purpose, which helps to develop their self-motivation.

Learner-centred design is a great way to support neurodiverse learners too. When you use a learner centred approach like this you are offering the learner a degree of autonomy which helps students with demand avoidance or PDA and also offers a learner more involvement which can engage ADHD students enough to keep them on task to completion. Finally getting learners involved in the feedback process helps them shape a better programme for future learners and can help with making sure learners with RSD are not being unknowingly harmed in the process as well as giving a chance for sensory issues in the delivery methods to be highlighted. Learner-centred design is inclusive design and this is what we need to see more of right across the board.

This is one of the most powerful ways to engage learners and make use of e-learning. By assessing individual needs and interests, you can successfully create learning pathways for students to bridge gaps in knowledge and skills, or challenge, broaden and deepen their experience of a topic.

An efficient way to personalize educational technology and make it learner-centered is to organize personalized tutoring sessions in the form of discussions of about 15-30 mn with learners, face-to-face or remotely, in order to check: 1) if the fundamental concepts have been understood 2) if the online course can be improved by complementary digital resources intended to facilitate the understanding of these concepts 3) if some learners encounter personal difficulties that hinder their learning. So that they express themselves freely and without ulterior motives, it must be made clear to learners that these tutoring sessions are not graded and do not intervene in their ranking.

Permettez aux apprenants de progresser à leur propre rythme, avec des modules en ligne qui s’ajustent à leur niveau de compétence. Faites des évaluations préliminaires pour déterminer leur niveau et des parcours d’apprentissage personnalisés. Offrez des options d’apprentissage hybride : Combinez l’apprentissage en ligne avec des cours en classe ou des ateliers pratiques pour renforcer les compétences techniques.

Asynchronous and remote courses can benefit from group work in an e-learning environment to foster intrastudent connection that will enhance engagement and resilience. Assignments employing small group projects facilitated through an LMS or video conference platform, discussion sessions, or collaborative work on shared documents can mitigate the isolation that accompanies some distance learning.