At the end of November we had the kick-off meeting of the new Erasmus Plus project “TACCLE 4 – CPD” hosted by ITB at the University of Bremen. This project is a new kind of follow-up of a series of projects with the brand name ‘TACCLE’. So, let us firstly have a look at the development of these projects.
The TACCLE projects as support for teachers who are developing online learning
TACCLE 1 took the pioneering task to prepare a handbook as “Teachers’ aids for creating content for e-learning”. The result was a generic handbook that informed of basic web tools and online learning resources and equipped teachers to use them.
TACCLE 2 shifted the emphasis to work with online handbooks that were targeted for teachers in different subject areas as well as to primary school teachers.
These projects were also supported by specific TACCLE courses funded by the Comenius and Grundtvig programmes.
TACCLE 3 shifted the emphasis to teaching programming and coding for school children and worked mainly with the project website.
More information on the two first generations of TACCLE projects is availble on the video interviews with Jenny Hughes (recorded for the Coop-PBL in VET project in 2012):
Jenny Hughes on TACCLE 1 project: Getting teachers to produce their own web content (Part1)
Jenny Hughes on TACCLE 2 project: Reaching out to new teacher groups and subject areas (Part2)
TACCLE 4 project as support for teacher trainers with focus on technology-enhanced learning and online resources
Looking back, the earlier TACCLE projects have been successful and even more the TACCLE courses. This had created a demand for courses, workshops etc. based on the projects and their materials. This gave rise to a new project that focuses on practitioners who are developing Continuing Professional Development (CPD) initiatives for teachers and trainers in different educational sectors. From this point of view the TACCLE 4 – CPD project was shaped to draw upon the prior experiences and to expand the work from school-based education to other educational sectors – Adult Education (AE) and Vocational Education and Training. From this perspective the project was based on a limited number of partner organisations, some of which had been involved in the previous ones and some bringing new countries and/or educational sectors into the picture.
For our institute – ITB – this project is an opportunity to draw upon the experiences of multimedia training and co-design of digital tools (mainly for construction sector) in the Learning Layers project (2012 – 2016). In the kick-off meeting we presented the work with the Learning Toolbox (LTB) and the follow-up activities in different contexts:
- In the initial VET the HAKS project with craft trade companies and by the informal working groups of Bau-ABC trainers;
- In the continuing vocational training by the DigiProB project that is developing a new software ecology that links together the course management and (via moodle) the trainers’ curriculum design platform (WordPress) and the learners’ interface (LTB):
- In the designed project ProBauKo and in a prior feasibility study the ITB team and the LTB developers have explored the possibility to link the use of LTB to company-specific knowledge processes and learning opportunities.
In the TACCLE 4 – CPD project we have to see, how to link these working perspectives (and the role of vocational schools) to the way in which the TACCLE projects have supported training of teachers and trainers. I am looking forward to an interesting period of work.
More blogs to come …
