Activity 3: build a collaborative environment by adding the stakeholders (VET schools, learners, companies) on the same tool.

Objective: “Learners develop and participate”

This third activity is designed to create an optimal learning experience and foster a sense of ‘flow’.

The learners now evolve in awareness of their environment as part of their professional training. They know, choose, and use the tools at their disposal (in training and in companies). They know which tools are relevant – and which best meet their needs – in their area of intervention. They have built and developed their own toolbox that will evolve according to their needs and interests. This makes them an actor and allows them to increase their skills and “optimise” the motivation of their learning experience.

The mastery of the digital tools selected by the learners makes them “experts of their professional environment” which makes it possible to push the “user experience” toward new areas. 

The learners can conduct relevant research (courses, procedures, framing elements, specific content, sectoral innovation), and are able to produce attractive and expected content (internship report, writing thesis or thematic files, project realisation) to share with their trainers and in-company tutors for evaluation. 

The monitoring of vocational training takes place gradually and transparently by the stakeholders, making it possible to adjust during training if necessary, and as close as possible to the needs of the learner. If they are well supported, they easily adopt good practices, quickly feel in control of their environment, and evolve with confidence.

To go further, it is possible to envisage optimal cooperation between the learner, the corporate culture, and more broadly the business culture; this digital toolbox of the work-study student can facilitate the connection of the learner with the companies in his sector, and why not allow to associate and create links with business partners on topics such as the evolution of professions, work-study offers, or skills sponsorship. 

In addition, even if they are not covered in this module, virtual and augmented reality solutions can be part of the tools that promote learning. Today, we see that they are relevant in the context of learning procedures and risk prevention. These new technologies facilitate the technical handling of specific equipment, dedicated to professional practice. Some solutions also make it possible to approach theoretical knowledge in a fun way or to discover new professional environments. 

How to start? 

• Design, draw an infographic, do a list of various digital tools, let the learners investigate between peers.
• Include all the stakeholders in the mind map or give access to the platform/ to the toolbox that the learner has built, so that the learner takes part in all steps of his apprenticeship, and that he’s involved in the company’s everyday life. 

Expected result of the activity: the learners are part of the process, are associated and contribute to the development of their own skills and training.