My colleagues, Mette Allermand, Anna Brodersen, Carsten Lund Rasmussen, and I have an extended summary accepted for the SFI VET Congress 2017. The congress takes place at the Swiss Federal Institute for Vocational Education and Training (SFIVET) in Bern/Zollikofen, Switzerland from March 14-16 2017. The theme of the congress is Unleashing the creative potential of VET, and Danish Professor, Lene Tanggaard Pedersen is one of the keynote speakers.
Our extended summary is entitled Technology-mediated Boundary Objects and Boundary Crossing in Vocational Education and Training – an instructional design model, and the abstract reads as follows:
In this extended summary, we propose an instructional design model aimed at using technology-mediated boundary objects and boundary crossing processes in vocational education and training. The model is based on preliminary findings from a current research project (2015-2017) on vocational teachers’ perceptions of transfer and boundary crossing and their use of information and communication technology (ICT) in relation to such processes. Theoretically the model is inspired by Akkerman & Bakker’s (2011) proposal of four dialogical learning processes, which are attributed boundary crossing potential. Empirically the model has been field validated among Danish vocational teachers attending continuing professional development courses at The Metropolitan University College in Denmark. While the instructional design model has been positively received among the vocational teachers, we still consider it to be a work-in-progress, and further research on how to scaffold the use of the model is needed.
As seen in this abstract, we aim to present an instructional design model we have developed based on findings in the first phase of our research project on ICT, transfer and boundary crossing in vocational education and training that we are currently conducting at the Metropolitan University College. Based predominantly on boundary crossing theory, but also with theoretical inspiration from Henningsen & Mogensen (2013) in relation to mediating tools, we have developed an instructional design model. Figure 1 below shows the model in its initial conception:
Figure 1. The TBOC-model version 1.0.
In figure 2 the TBOC-model is shown with examples of technologies that can be used in relation to different boundary crossing processes.
Figure 2. TBOC-model with examples.
It’s important to notices that our work with the model is still very much in progress. Carsten and I have used the model in pedagogical exercises with in-service vocational teachers this fall, and we are still in the process of analyzing data from those design experiments. Furthermore, we are revisiting data from previous interviews and observations in an effort to further validate the model. In the spring of 2017, we plan to collect more data at vocational schools, and we’ll continue our work with the model – also based on new theoretical insights (e.g. this study by Marheineke).
Akkerman, S.F. & Bakker, A. (2011). Boundary crossing and boundary objects. In Review of Educational Research. June 2011, Vol. 81, No. 2, pp. 132-169
Henningsen, S.E. & Mogensen, F. (red.) (2013). Mellem teori og praksis. Om transfer i professionsuddannelser. [Between theory and praxis. On transfer in Bachelor’s Degree and Academy Profession Degree programmes. ] VIA Systime.