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Vocational education taking place in the dual contexts of workplace and school often lacks integration of concrete experiences with theoretical knowledge. The interplay between workplace and school contexts and their often antagonistic priorities call for a specific model that transforms these divergences into learning opportunities and connects different forms of knowledge into an integrated body of knowledge that contributes to developing vocational competence. This paper presents a multidimensional pedagogical model, called the 'Erfahrraum', for the design and implementation of educational technologies as a way to foster this integration in initial dual vocational education and training (VET). The 'Erfahrraum' model informs the design of shared spaces for capturing and reflecting on experiences made in different contexts in which VET takes place. The model particularly emphasises the importance of shared reflection processes to turn concrete experiences into relevant integrated knowledge. Examples of implementations in different professions using a range of different technologies illustrate the power of the 'Erfahrraum' model.

Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n=81) using an online inquiry-based learning unit on evolution were assigned to one of two conditions. Student dyads in one condition compared their concept maps against an expert map while dyads in the other condition conducted a peer-review. Analysis of the concept maps suggests that students in both conditions improved their understanding of evolution from pretest to posttest. However, the two conditions lead to different criteria: Students in the expert-map condition focused mostly on concept-focused criteria like concept classification while students in the peer-review condition used more link-focused criteria like link labels and missing connections. This paper suggests that both forms of KIM critique activities can be beneficial for constructing more coherent connections across different topics in evolution education. These results support the value of collaborative KIM critique activities and help clarify the forms of collaborative activities that are most likely to be effective to facilitate knowledge integration processes.

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Digital knowledge maps are rich sources of information to track students' learning. However, making sense of concept maps has been found challenging. Abstract Digital knowledge maps are rich sources of information to track students' learning. However, making sense of concept maps has been found challenging.Using multiple quantitative and qualitative methods in combination allows triangulating of changes in students' understanding. This chapter introduces a novel form of concept map, called knowledge integration map (KIM), and uses KIMs as examples for an overview of concept map analysis methods. KIMs are a form of digital knowledge maps. KIMs have been implemented in high school science classrooms to facilitate and assess complex science topics, such as evolution. KIM analysis aims to triangulate changes in learners' conceptual understanding through a multilevel analysis strategy, combining quantitative and qualitative methodologies. Quantitative analysis included overall, selected, and weighted propositional analysis using a knowledge integration rubric and network analysis describing changes in network density and prominence of selected concepts. Research suggests that scoring only selected propositions can be more sensitive to measuring conceptual change because it focuses on key concepts of the map. Qualitative analysis of KIMs included topographical analysis methods to describe the overall geometric structure of the map and qualitative analysis of link types. This chapter suggests that a combination of quantitative and qualitative analysis methods can capture different aspects of KIMs and can provide a rich description of changes in students' understanding of complex topics.

Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.

Education is experiencing a paradigm shift towards blended learning models in technology-enhanced learning (TEL). Despite the potential benefits of blended learning, it also entails additional complexity in terms of monitoring, awareness and reflection, as learning happens across different spaces and modalities. In recent years, literature on Learning Analytics (LA) and Educational Data Mining (EDM) has gained momentum and started to address the issue. To provide a clear picture of the current state of the research on the topic and to outline open research gaps, this paper presents a systematic literature review of the stateof-the-art of research in LA and EDM on monitoring, awareness and reflection in blended TEL scenarios. The search included six main academic databases in TEL that were enriched with the proceedings of the workshop on 'Awareness and Reflection in TEL' (ARTEL), resulting in 1089 papers out of which 40 papers were included in the final analysis.