Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education

Abstract

The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students' ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity.

Promoting VET teachers’ innovative behaviour: exploring the roles of task interdependence, learning goal orientation and occupational self-efficacy

“…coach and tutor) and apply contemporary pedagogical approaches (e.g. authentic assessments; Khaled et al 2014). In this context, we define innovation as the multistage process by which teachers generate a new idea (e.g.…”

Practical subjects in the vocational curriculum: A critical review of the literature

“…Some skills were linked to learning skills, for example, active learning was found to be important for students' engagement in practical training (Dasmani, 2011). Khaled et al (2014) claimed that students' engagement in collegebased practical training built "technical and procedural skills, but also competencies and professional identity" (p. 475). In a technical course, teachers felt that the course was successful "not only if a student had gained an apprenticeship, but also if he or she had been rehabilitated from drug or alcohol problems or if he or she enrolled in another course" (Dumbrell & Smith, 2013, p. 170).…”

How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

“…Onderzoek naar onderwijsvormen met kenmerken van school en beroepspraktijk richt zich doorgaans op specifieke verschijningsvormen, bijvoorbeeld werkpleksimulaties (Khaled, Gulikers, Biemans, van der Wel, & Mulder, 2014), hybride leeromgevingen of regionale leeromgevingen (Oonk, Gulikers, & Mulder, 2016). Studies waarin verschillende leeromgevingen worden vergeleken zijn echter zeldzaam.…”