Additional Info

• Period of implementation: Unlimited
• Country where the practice was developed : Slovenia
• Provider of the practice : SIC Ljubljana
• Targetg group: 17-19 y.o. students, EQF 4 level
• How to implement the practice :

  During school year teachers prepare video learning materials. We also publish learning materials in text form in a virtual classroom for the absent students. The published material can be also created during the preparation phase for the competitions and during competitions as well as during project work. Most of this material can be used for the promotion of our school work.

• Prerequisite knowledge:
  • - Operation of machining machines
  • - Materials
  • - Electrical sources
  • - Programming of controllers
  • - Electrical components
  • - Preparation of electrical and mechanical technical documentation.
  • - Methodical and didactic knowledge
  • - Ability to lead groups
  • - Ability to recognise psychophysical states
  • - Ability to adapt to dynamic work.
  • - Preparing and editing audio and video contents.
• Main learning outcomes from the practice :
  • - The viewer gathers information about the school, implementation of learning programmes with the objective to integrate into this school environment.
  • - The viewer assesses the difficulty of learning programmes.
  • - The audio/ video content explains the calculation procedures.
  • - Reviewing the audio/ video contents enables the competition participant to analyse his own preparation process and participation at the competition.
  • - Based on the content volume the viewer can plan the time and the method of learning .
• Needed/Suggested digital tools:
  • - Computer
  • - Camera controller
  • - Measuring instruments
  • - Software  
  • - Graphic tablet
• The practice was carried: : In Classroom or Lab
• Critical points to shift towards STEM learning and solutions:
  • - It is not sufficient that the teacher merely switches on the camera while preparing the learning material. He has to use the editing tools to edit the audio/ video content.
  • - After the material has been prepared the teacher has to publish it according to an appropriate procedure at the appropriate place. If this is not done correctly, the content does not have the desired effect.
• Positive aspects of participatory learning :
  • - The students can revise the more complex learning content.
  • - Potential enrolees get an insight into school work.
  • - The need to publish audio/ video content encourages the content authors to learn the preparation procedure, how to edit and publish audio/ video documentation.
• Negative aspects of participatory learning:
  • - The published content copyrights can be violated.
  • - The viewer can misunderstand the content. 
• Included green education (if any):

  There is no printed promotional material (leaflets), the learning contend does not have to be printed