Univ.-Prof. Dr. phil. Ralph Dreher

Case-study–based TT – TVET Programs

for

Modern Vocational Education

Beijing Normal UniversityFaculty of Education

12th March 2012

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Content

I: What is “modern vocational education” ?

• Example: Task analysis in the sector “Automotive Service”

• Generalization: Competence development with study cases as developing-tasks

II: Teacher-Training of Teachers for Vocational Education Training (TT-TVET)

• Competence orientation for teacher training

• Reflection as exigence to develop teacher action

III: Concretion:

• Theoretical training: Module-system IGIP / IPW

• Study-case-training: Module-system “Automotive Service”

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Example:Task Analysis

„Automotive Service“

Diagnostic work means to analyze the full car-network(Example: Low engine power by defective brake light)

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Example:Task Analysis

„Automotive Service“

Analyzing electro-mechanic (mechatronic) systems, normal service work(Example: Analyzing operating performance common rail injection)

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Example:Task Analysis

„Automotive Service“

Overhauling of aggregate becomes more important!(Example: Rebuilding of engine and gear box)

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Example:Task Analysis

„Automotive Service“In regard to these examples, workers in the sector of automotive service have to be able to

plan full and complex work processes supported by book- and intranet- based informations;

execute their own quality management while repairing (a lot of time and costs for remounting and mounting);

plan task-oriented diagnostic processes using complex tools and intranet- based diagnostic routines (combining routines to a successfull fault finding);

be open-minded for new mechatronic systems, their function in itself and in the car network,

combine their experience with the actual working task / failure-function.

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Generalization:Competence Development

using Case Studies

Qualified working means to plan, execute and control the whole work-process :

INFORM

PLAN

DO

CONTROL

REFLECT

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Generalization:Competence Development

using Case Studies

Qualified working means to plan, execute and control the whole work-process :

INFORM

PLAN

DO

CONTROL

REFLECTConclusion:Vocational education has to become work-process- oriented to develop competence.That means: Working with realistic working tasks as case studies to learn during the whole process; That means also: Teachers have to be able to define good case-studies, to prepare such learning-situations and to coach the students during the whole process.

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Short Excursus:Definition of

„Competence“

Rausch 2002

Rauner2001

Bartram 2005

Erpenbeck / Heyse1999

McCleeland 1960Dreyfus/Drefus1987

Cheng / Dainty

2005

Competence (or competency) is the ability of an individual to

perform a job properly. A competency is a set of defined

behaviours that provide a structured guide enabling the

identification, evaluation and development of the behaviours in

individual employees. (Lundberg 1970)

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Short Excursus:Definition of

„Competence“

Rausch 2002

Rauner2001

Bartram 2005

Erpenbeck / Heyse1999

McCleeland 1960Dreyfus/Drefus1987

Cheng / Dainty

2005

• Necessary for successfull performance in a job;

• Complete understanding of a problem;

• Disposition to create a new solution;

•Potential to regulate the own doing aim-oriented;

• Reflecting experience to design new solutions;

• Finding a socially, enviromentally and economically friendly solution

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Generalization:Competence-Development

using Case Studies

Qualified working means to plan, execute and control the whole work-process :

INFORM

PLAN

DO

CONTROL

REFLECTConclusion: Vocational education must become work-process- oriented to develop competence. That means: Working with realistic working tasks as case studies to learn during the whole process; That means also: Teachers have to be able to define good case studies, to prepare such learning situations and to coach the students during the whole process.

Pro

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Generalization:Competence Development

using Case Studies

? Actual problems designing case-study oriented learning situations: (see also the „Lernfeld-Discussion“ in Germany):

? Didactical Question I: What is a good case study? (Refer to the problems in the MBA-Economic-Schools);

? Didactical Question II: What is a good sequence of case studies for the students ? (Refer to the Theories of Havinghurst, Dreyfus/Dreyfus, Polyani - Neuweg);

?Are the students able to accept their new role as „self-accountable“ learner? (or: How can the teacher transfer this idea to the students?)

? Are the teachers able to accept and to fulfill their role as coach ? (Teachers understand themselves as instructors!)

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Generalization:Competence-Development

using Case Studies

? Actual problems designing case study oriented learning situations: (see also the „Lernfeld-Discussion“ in Germany):

? Didactical Question I: What is a good case study? Refer to the problems in the MBA-Economic-Schools);

? Didactical Question II: What is a good sequence of case studies for the students ? (Refer to the Theories of Havinghurst, Dreyfus/Dreyfus, Polyani - Neuweg);

?Are the students able to accept their new role as „self-accountable“ learner? (or: How can the teacher transfer this idea to the students?)

? Are the teachers able to accept and to fulfill their role as Coach ? (Teachers understand themselves as instructors!)

Main Question:

How has a teacher to be trained to identify study cases, to create developing tasks and to coach situated learning?

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Competence-Oriented

Teacher Training

Main Question:

How has a teacher to be trained to identify study cases, to create developing tasks and to coach situated learning?

General answers (methodology oriented):

Teachers have to learn to teach by doing. (Mayr 2006)

Teacher education has to integrate practical periods. (Oser 2003)

Teacher work needs implied knowledge generated by experience. (Neuweg 2002)

Teacher work has to focus on the planning, implementation and reflection of teacher-units tailored to exemplary working tasks

(Dreher/Kath 2004)

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Competence-Oriented

Teacher TrainingTaking a closer look at the characteristics of good teachers (aim-oriented):

„Charateristics”

Teacher training Aims Effect

1 Practice- and work-oriented without organizational blindness/myopia

Definition of tasks: Find realistic working tasks

In

nova

ting

Edu

catin

g

2 Organize (vocationally scientific-oriented) analyses of work-processes

3 Working didactically synthesizing (instead of reducing)

Development of tasks: Define workable and internally differentiated working tasks 4 Designing of failure-based tasks in keeping

with the learner 5 Preparation of teaching-units down to the

last detail Implementation : Offer coaching for the students; Allow for mistakes and moderate internal reviews of the student groups, offer technical and manual assistance; moderate internal and external processes of reflection

Tea

chin

g

Adv

isin

g

6 Comparative reflection of work-planning and its degree of implementation

7 Acceptance of the role of a coach who works emphatically and encourages the gaining of knowledge

Asses-sing

8 Being open towards the constant further development of one’s own classes

Reflection of teaching-units: Work out possibilities for improvement of the lecture plan and execution

Innovating

CEPI – Continuous Education Process Improve-ment

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Reflection asexigence

Informing(Work-Process-Analysis)

Planning(formulating the task for the students)

Doing(given the lessons)

Controlling(checking aims an feedback)

ReflectingSelf-/outside-reflection of teacher role;Planning quality;Communication teacher/students;Remarks for CEPI (Continuous education process improvement)

Study case planning as study case for TT-TVETH

an

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S

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De

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Se

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Combining theoretical knowledge and practical expierence

Tas

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Idea: TT-TVET for itself has to become case study-oriented

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Module-System IGIP

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Module-System IGIP

Core module:work-oriented learning types;specially adapted to the vocational sector

Alternative modules:focus of the study program on• the addressees;• the national TT-TVET needs.

Teacher-work-oriented examination: realizing a complex teaching-learning-arrangement

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Module-System„Automotive Service“

University of Wuppertal

Module Planning lectures for one of the following work-tasks:

Automotive Service Inspection, exhaust-gas test, control of brake-system and steering-system, change of fluids

Abrasion Repairs Repair of brake and clutch, renew axle mounting and steering knuckle, renew exhaust pipe

Repair of Engine Mechanic Failure diagnostic and based on it a valve seat overhaul, renewal of main and connecting rod small end bearing, cylinder measurement and insertion of oversized piston

Repair of Gear Box Renewal of synchromesh mechanisms; renewal of brake band, multi-plate clutches and free-wheel feature, checking of control valve for module/ control pressure, overhaul of power lock differential

Repair of Electrical Circuits Fix defects in the lightning set or power supply (generator/alternator battery)

Repair of Control Technology Failure diagnostic and removal at the engine management, the driving dynamics control and the comfort functions

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Module-System„Automotive Service“

University of WuppertalAim of the TT-TVET-modules:Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity.

For example:

Low complexity:

Controlling mass air flow sensor

by using multimeter

Teachers have to prepare, how

• students can learn to read connecting plans (identifying the pins);

• they explain to the students the use of a multimeter (measuring voltage, resistance);

• they can present examples to get across the difference between a functionable and a disfunctionable flow sensor (while engine is running, creating failure codes).

Module-System„Automotive Service“

University of WuppertalAim of the TT-TVET-modules:Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity.

For example:

Middle complexity:

Teachers have to prepare, how

• students can understand the method of operation of a CAN-BUS and the differences between HIGH and LOW-CAN.;

• they explain to the students the use of standard oscilloscope like Fluke;

• the students can control the CAN-BUS-System to locate the possibility of a frame fault.

Controlling CAN-Bus (frame fault) by using

Standard-Oscillograph

Module-System„Automotive Service“

University of WuppertalAim of the TT-TVET-modules:Teachers have to be able to create module-conform units with learning tasks, which gain more and more complexity.

For example:

High complexity:

Teachers have to prepare, how

• students can work with the oscilloscope in a high-voltage-system;

• they can simulate failures (spark -plug, ignition distributor, preresistor, ignition-cable) without destroying subsystems like catalyst, lambda oxygen sensor.) ;

• they can explain to the students the use of the ranges of the oscilloscope;

• they can teach to analyze the measuring result.

Analyzing sparking voltage by using oscillograph with

manual range-adjustment

Module-System„Automotive Service“

University of Wuppertal

Complexity of teacher work

Controlling air-mass-flow-sensor

Controlling CAN-BUS(frame fault)

Controlling ignition-system

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Thank You for Your Atttention !

Questions??