Course Content
Digital Resources
Softwares and Programs where the main tools and software platforms used in VET are described, including Learning Management Systems (LMS) like Moodle, WordPress plugins such as Tutor LMS or LearnPress, and online meeting platforms like Zoom, Google Meet, and Jitsi. We will explore the key features, use cases, and considerations for choosing between free and paid options. Open Source and Open Access where we analyze the differences between open source software/platforms and open access, highlighting how these options support the sharing of knowledge and accessibility in education differently. The reasons why an institution might prefer one over the other, considering flexibility, cost, and customization, will be discussed. We will define the concept of Creative Commons, explaining how its licenses can be used to share educational resources legally and flexibly, promoting open access and the use of teaching materials.
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Software and Programs
Open Source and Open Access
Creative Commons
Activities
Technical compatibilities
Hardware and equipment necessary to effectively access and manage VET platforms, from both the user's and administrator's perspective. This includes computer configurations, audio/video devices, and other essential equipment. We will look further into Software and Programs that enhance the online learning experience, such as collaboration tools, video editing software, and solutions for tests and assessments online.
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Hardware and Equipment
Software and Programs
Activities
Cybersecurity and Data Protection
Privacy and Data Protection in this section we discuss the safeguarding of sensitive information, focusing on legal requirements, ethical handling, and preventive measures against data breaches, by exploring methods to effectively manage and protect personal and institutional data. Cyber Security highlights the importance protecting educational systems from digital threats. It provides an overview of the strategies and technologies necessary to secure networks and devices used in VET environments. We examine common cyber threats and offer practical solutions for preventing unauthorized access and ensuring the continuity of educational operations.
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Privacy and Data Protection
Cyber Security
Activities
Extras
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Extra Resources and References
Know how for administrators and technicians
Self-assessment
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20 questions to test your learning level
Technology and Digital Resources

Integrating digital resources into vocational education and training (VET) not only enriches the learning experience but also promotes the acquisition of essential digital skills for educators and students. This section proposes a series of practical activities designed to familiarize with the tools and resources discussed in the previous sections, encouraging active exploration and practical application of digital technologies in VET.

Creating Courses with LMS Platforms

Duration: 3 hours.

Resources and Materials:

  • Access to an LMS platform (e.g., WordPress, Moodle, Canvas).
  • Computer with internet connection.
  • Teaching materials to include in the course (texts, videos, quizzes, etc.).
  • Target Group and Number of Participants: Educators interested in developing or improving their skills in creating online courses, 1-15 participants.

Learning Objectives and Goals:

  • Learn to configure a course on the chosen LMS platform.
  • Acquire skills in designing instructional modules that include materials, learning activities, and assessments.
  • Understand how to monitor and manage student interaction within the course.

Expected Outcomes:

  • Creation of a basic course on the LMS platform that includes at least three types of instructional activities (e.g., video lessons, discussion forums, quizzes).
  • Ability to manage and update the course based on student needs and feedback received.

How to Do It:

  1. Brief introduction to the chosen platform, with a focus on key functions for course creation.
  2. Each participant designs the structure of their course, defining objectives, content, and assessment methods.
  3. Creation of the course on the LMS platform, inserting the prepared teaching materials and setting up different activities.
  4. Simulation of course management, including interaction with “virtual students.”

Feedback:

  • At the end of the activity, sharing the created courses with the group to receive constructive feedback.
  • Collect specific feedback through an online questionnaire to assess the clarity of the instructions, the usability of the LMS platform, and the effectiveness of the training activity.

Additional Suggestions and Questions:

  • Encourage participants to reflect on how to further diversify course activities to accommodate various learning styles.
  • Discuss strategies to encourage online student engagement and effectively manage communication and feedback within the course.

Using Video Conferencing Tools for VET

Duration: 2 hours.

Resources and Materials:

  • Computer with internet connection.
  • Access to a video conferencing platform (e.g., Zoom, Google Meet, Jitsi Meet).
  • Material to present or discuss during the video conferencing session.

Target Group and Number of Participants: Educators and students interested in improving the effectiveness of distance learning sessions, 5-20 participants.

Learning Objectives and Goals:

  • Acquire skills in using video conferencing tools for education and vocational training.
  • Learn to organize and conduct video conferencing sessions that promote learning and active participation.

Expected Outcomes:

  • Ability to set up and manage a video conferencing session, including the preparation of materials and the use of interactive functions.
  • Development of strategies to maintain attention and promote interaction among participants.

How to Do It:

  1. Selection of a video conferencing platform and familiarization with its main features.
  2. Planning and preparation of a mini-lesson or group discussion session.
  3. Conducting the video conferencing session, making use of tools such as screen sharing, polls, and breakout rooms for discussions.
  4. Debriefing the session with feedback from participants to assess the effectiveness of the teaching techniques used.

Feedback:

  • Collect immediate feedback through a survey or open discussion at the end of the session.
  • Analyze the feedback to identify areas for improvement in future video conferencing sessions.

Additional Suggestions and Questions:

  • Explore creative ways of using video conferencing for VET, such as virtual guest lectures, student debates, or group presentations.
  • Discuss how to effectively integrate video conferencing sessions into a broader curriculum of hybrid or online learning.

Exploring and Applying Creative Commons Licenses

Duration: 1.5 hours.

Resources and Materials:

  • Computer with Internet access.
  • Creative Commons website and related online resources.
  • Brief guide or tutorial on the different Creative Commons licenses.

Target Group and Number of Participants: Educators and content creators, 5-20 participants.

Learning Objectives and Goals:

  • Understand the different types of Creative Commons licenses and their appropriate use.
  • Learn to search for open educational resources (OER) with Creative Commons licenses for use in educational contexts.
  • Develop the ability to apply Creative Commons licenses to one’s teaching materials.

Expected Outcomes:

  • Identification and selection of educational resources licensed under Creative Commons relevant to a specific project or course.
  • Application of an appropriate Creative Commons license to teaching material created by the participants.

How to Do It:

  1. Brief introduction to Creative Commons licenses, explaining the difference between the various types.
  2. Guided exercise to search for teaching materials with Creative Commons licenses using specific online tools.
  3. Participants create a short teaching material (e.g., text document, presentation) and select an appropriate Creative Commons license for their work.
  4. Group discussion on how Creative Commons licenses can impact the sharing and use of teaching materials.

Feedback:

  • Collect impressions through a guided discussion at the end of the activity to understand how participants evaluate the importance of Creative Commons licenses in education.
  • Use an online questionnaire to collect specific feedback on the effectiveness of the activity and suggestions for future improvements.

Additional Suggestions and Questions:

  • Propose participants to further explore how resources licensed under Creative Commons can be integrated into various disciplinary areas.
  • Stimulate reflection on how the choice of a license can influence the dissemination and accessibility of teaching material.

Integrating Open Source and Open Access into Teaching Resources

Duration: 2 hours.

Resources and Materials:

  • Computer with internet connection.
  • List of Open Source and Open Access resources relevant to the educational area of interest.

Target Group and Number of Participants: Educators interested in enriching their teaching resources with accessible and inclusive materials, 1-20 participants.

Learning Objectives and Goals:

  • Understand the principles of Open Source and Open Access and their value for VET.
  • Identify and evaluate Open Source and Open Access resources to integrate into teaching materials.

Expected Outcomes:

  • Selection of Open Source and Open Access resources suitable for enriching a course or instructional module.
  • Creation of a mini-collection of open teaching resources to be used in learning contexts.

How to Do It:

  1. Brief introduction to the concepts of Open Source and Open Access, with specific examples relevant to education.
  2. Guided search for Open Source and Open Access resources, using specialized portals.
  3. Evaluation of the resources found for their applicability and integration into study programs or specific projects.
  4. Sharing discoveries with the group, discussing potential educational applications and integration methods.

Feedback:

  • Use a form to collect participants’ impressions on the ease of search and utility of the Open Source and Open Access resources identified.
  • Organize a collective reflection session to discuss the experiences of integrating the resources into teaching materials and the challenges encountered.

Additional Suggestions and Questions:

  • Suggest participants keep a diary of the resources used, noting reflections on how these influence student learning.
  • Encourage regular exploration of new Open Source and Open Access resources to keep teaching materials up to date.
  • Propose the creation of a practice community within the institute or online to share and discuss open educational resources regularly.
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