This book introduces, rationalizes and describes some ways to circumvent the challenges of providing 'hands-on' learning when programmes with practice-based focuses have to be offered via distance learning. It presents a framework to help deconstruct the many aspects of 'learning to become' a professional or practitioner. Then, it demarcates the skills, knowledge and attributes towards ensuring learners are prepared for the exigencies of the future of work. The book details the types of pedagogical approaches, including project/inquiry/problem-based learning, which help assist learners to learn both the competencies and capabilities required. It introduces technology-enhanced learning (TEL) platforms and tools supporting 'education 4.0', and presents a series of contemporary research studies on the integration of TEL, which are augmented and updated to allow for the challenges of provisioning opportunities for 'learning by doing' through distance learning. Finally, the book proposes recommendations to help ensure that institutions are better prepared for the sustainable shift to distance learning.

Presents principles and approaches based on recent studies of apprenticeship, trades learning and technology-enhanced vocational education learning Provides contemporary understanding of under-theorized and under-researched aspects of learning Fills a gap in vocational education learning on supporting practice-based learning via distance learning

Autorentext

Dr Selena Chan is an educational developer at Ara Institute of Canterbury Ltd.(formerly Christchurch Polytechnic Institute of Technology - CPIT). Selena began her working life as a pastry cook, and taught baking for 25 years before shifting into a staff development role. As an educational developer, she undertakes curriculum and learning design and the implementation of technology-enhanced learning projects across a range of vocational education discipline areas. Selena has led a range of vocational educational pedagogical based studies to improve the learning for trades students and vocational learners. Many of these projects were funded by Ako Aotearoa, the New Zealand Centre for Tertiary Teaching Excellence, and these studies often included the building of research capability with vocational educators. Projects include studies of the perspectives of trade practitioners who become trade teachers, the perspectives of apprentices on how they go about learning a trade, the importance and support of peer learning in vocational learning, the design, development and implementation of a range of technology towards enhancing vocational learning including mobile phones, tablets and social networking platforms, and the role of e-assessments for learning to support learners towards completing New Zealand graduate profile based qualifications. Selena has also published extensively in vocational education journals and is on the editorial board of the Journal of Vocational Education and Training and co-editor for the International Journal of Training Research. 

Inhalt
1 Introduction.- 2 Learning as becoming and role of technology-enhanced learning (TEL) to support the process.- 3 TEL in VET to the present.- 4 The future of work and how it impinges on 'learning as becoming', TEL and VET pedagogy.- 5 VET 4.0 learning approaches for industry 4.0.- 6 TEL supporting VET 4.0.- 7 Implementing TEL in VET 4.0.