designing a hybrid curriculum in vet ‘design & media’ track · 2015-12-14 · they make...
TRANSCRIPT
Henk Ritzen, Hans de Vries, Eugène van Wijk
Co-creation: designing a hybrid curriculum in VET ‘design & media’ track
Lectureship Research group Educational arrangements in social context
Project Cross-media
Cross-media innovation project
Innovation arrangement Cross-media
from and
Schedule: 1. Context (project & process)
2. Research
3. Method
4. Results
5. Conclusion & Discussion
Research question
• How do teachers in co-makership with media business partners design a hybrid curriculum fostering students’ competencies from a cross-media perspective and what kind of value is co-created for whom, by which resources and interactions?
Conceptual research model
Independent variables:
Teachers’ beliefs about their VET students
Trainers’ beliefs about the VET students during work
Dependent variables:
Hybrid learning environment Enschede
Hybrid learning environment Amsterdam/Hilversum
Mediating variables:
Influence of: Talent development Professional Development Co-creation Organization
Process & Development
1. Innovation arrangement
2. Project & research process
3. Co-creation
4. Hybrid curriculum
School
Student
Trainer Teacher
co-creation
Company
Interaction model
Theoretical framework
Interweave learning and working processes
Formal learning in school-based setting Workplace learning in work setting
Learning is central Working is central Hybrid learning Environment
(Zitter & Hoeve, 2012, p. 7)
1. Hybrid learning environment
Participants
2012-13 2013-14 2014-15
Teachers Focus group
Hilversum 2 2 4
Amsterdam
Enschede 4 8
N 6 2 12
Trainers Focus group
Hilversum 1 2
Amsterdam 2 1 2
Enschede 2 1 2
N 5 2 6
Students Focus group
One-group post-test
Hilversum 4 13
Amsterdam 4 8
Enschede 4 8 41
N 12 16 54
Method
QUAGOL Qualitative Analysis Guide of Leuven
Source: Dierckx en de Casterlé en anderen (2012)
Variables scheme
Verbatim quotes from the reviews by external experts
75,89% of the experts agreed with each other, that is a fairly good judgement.
Expert 2
Total Yes No
Expert 1
Yes 77 19 96
No 8 8 16
Total 85 27 112
Sub-questions:
1. What have the students, teachers and trainers learned during the project?
2. What experiences do students have during their learning and talents’ developing process and how can teachers influence this?
3. How did the students collaborate in this co-creation process and what aspects of co-creation do matter?
4. How did the competences of teachers and trainers improve while developing a hybrid curriculum?
5. What conditions are important for the successful accomplishment of a hybrid learning environment in vocational education?
Result: sub question 1
What have the students, teachers and trainers learned during the project?
Average scores on the learning process of students for the co-creation of company assignments and productions of students:
Variables
N=54 Mean
score Valid Missing
Much learned during the implementation of
the company orders and productions 45 9 3,62
Most learned from fellow students 45 9 2,95
Most learned from the trainers and work practices 45 9 3,29
Most learned from the teachers 45 9 3,00
More learned during the implementation of the
media business orders than in school 45 9 3,83
Students find working with company assignments
productions important 45 9 4,10
Participating as students during the productions 45 9 4,05
"The student’s competencies, coming to their own in practical assignments, can be judged much better. That's very nice.”
Result: sub question 2
What experiences do students have during their learning and talent developing process and how can teachers influence this?
Average score of students’ perception of their talent development if they know…
Variables
N=54 Mean score
Valid Missing
they make progress in cross media. 38 16 4,05 that teachers discovered their talents. 38 16 3,42 the education supports their talents. 38 16 3,47 their talent in school is deployed. 38 16 3,00 they get high marks for their assignments. 38 16 4,16
“You can look at their real talents including their commitment as a competence."
"They go outside their comfort zone and investigate and show what they dare to do."
Result: sub question 3
How did the students collaborate in this co-creation process and what aspects of co-creation do matter?
Average score of students on their collaboration with…
Variables
N=54 Mean
score
Valid Missing
teachers. 42 12 3,81
teachers, students and trainers. 42 12 4,00
teachers when they will be involved in the decision-making. 42 12 3,50
teachers when they take students seriously. 42 12 3,74
"For external (contract) jobs we consciously form groups focused on putting the participants in their strength and quality."
"Our added value is that we (practice teachers) - knowing the dynamics of the profession - can transfer how to cope with this to the students during the execution of the projects."
Result: sub question 4
How did the competences of teachers and trainers improve while developing a hybrid curriculum?
"You get closer to one another and after the project you understand a lot more of each other."
Teachers’ and trainers’ professionalization is part of their social process:
professional experience, involves engagement, participation and negotiation
within the groups of teachers and trainers and between the groups.
"We're learning as well as the audio-visual designers; I’m for example curious about programs the trainers professionally use and whether these could be used by us in the classroom."
Result: sub question 5
What conditions are important for the successful accomplishment of a hybrid learning environment in vocational education?
Means
1. Sufficient time and resources, including provisions for building a fruitful working relationship by the partners, essential for a sustained commitment.
2. Synchronized planning of availability of the actual participants in the project.
3. A project manager, familiar with and supervising all instances of the project, monitoring and tuning the goals and products.
4. Strict financial planning and coaching by the project owner.
5. Timely payment of company costs.
(Beune, 2015)
Conclusions
1) The confrontation between teachers' traditional knowledge and employees ' applied knowledge being used in the media studios has led to a change in the teachers’ perceptions, knowledge, attitudes, and mind-set. This is the foundation for developing and organizing attractive vocational education.
2) These changes are reflected in the role perception-shift towards more coaching and tutoring in the learning process.
3) The design of the hybrid curriculum based on the model of co-creation has led to new content which is integrated in an updated curriculum.
4) The framework of interactions that influence the design of a hybrid curriculum form the participants' reference. This framework of interactions should be part of their mutual interactive learning process.
Top-talent hybrid environment
TV Academy: incubator for top media-talent
Discussion
Can designing and executing a hybrid curriculum
in co-creation
be a sound and sustainable improvement on teaching methods?
Take into account the difference between business and education in:
• social economic role and position
• mission and goals.
Thanks for your attention
Henk Ritzen,
Hans de Vries,
Eugene van Wijk,
Lectureship Research group Educational arrangements in social context