運用行動裝置和靈活科技促進職業教育與培訓的學習
科技「科技增潤學習」能促進職業教育及培訓嗎？
隨著資訊及通訊科技的急速發展（包括智能手機、iPad和平板電腦等）和行動裝置 （包括無線上網及互聯網）的普及，使人們更輕易取得資訊。科技進步令資訊爆炸，大量信息流轉。「科技增潤學習」近年則以不同形式用作補充和輔助教學活動。大量研究可見資訊及通訊科技和行動裝置強化高等教育中的自我導向學習及豐富網上虛擬學習經驗。然而，職業教育及培訓強調在職場上的操作和實踐。問題由此而生：「如何結合這兩種學習模式，從而有利於職業教育與培訓？」本文就提出幾個有效策略，說明如何應用資訊及通訊科技和行動裝置來提升職業教育及培訓的學習成效。資訊及通訊科技、行動裝置及混合式學習
「科技增潤學習」工具包括「大規模開放網絡課程(MOOC)」、「翻轉課堂」和「演講錄影系统」已經成為教育界促進學與教的常用方法。「這類科技體驗了實時學習並能使學習者隨時隨地取得資訊」(蔡, 2006, p.2) 。 這種工具能讓職訓學生重溫講授課錄影或參與現場廣播學習環節（即是學校講座和研討會或會議），並能在自己的工作場所與他人協作及分享自己的看法。可見混合式教學配合移動和靈活的科技及適切的教學設計能應付職業教育所需。「科技增潤學習」正以不同形式逐步作為補充和輔助學習活動的工具。教學資源以影像（演講錄影系统、現場直播、佩戴式設備、微型MOOC）和即時通訊（社交媒體和群組聊天）的模式為師生開發溝通渠道。因此，流動性和靈活性成了開發教學資源的主要方向。以下的例子說明了「科技增潤學習」是如何促進職業教育及培訓的學習。例子一：「自攜設備」（BYOD）
圖一. BYOD推動靈活行動學習
「自攜設備」的理念是建議學生攜帶自己的流動或配戴設備，如智能手機、ipads等工具來獲取學習材料。行動裝置如何應用在職業教育呢？比方說，廚藝科有過百個基本食譜，學生難於牢記各款菜式中的食材。在這種情況下，如能使用行動裝置，他們便可即時檢索食譜或示範短片，而無需翻閱烹飪書或印刷品這些不便在廚房或學習區域隨身攜帶的工具。行動裝置在工作場所的優點不限於此，如能配合完善的課程和教學設計，以及良好的教學促導技巧，將能有更好的效果。舉例來說，學生在廚房、飛機艙或一些沒有設置電腦的工場上課，便可使用自攜的流動設備在不同工作地點即時觀看預先錄影或現場直播的講授課或研討會，而不會受課室設備所局限。(圖二) 配合群組聊天和即時通訊功能，學生可以與老師和同學進行即時對答。運用這些行動裝置和應用程式的優勢，老師可以在講課時就某課題提出具體問題，並延伸至小組或個人導修課中討論。在工場上，資訊及通訊科技和行動裝置應用於混合式學習的常見模式是：學生先到不同的工場進行實操，並嘗試解決導師設定的難題，再在流動設備上觀看導師為實操和難題而預先錄影或直播的講授課。接著，學生透過錄影或直播的講授課，學習科目理論和解難方案，繼而和同儕進行在線討論，或與導師通過即時通訊進行導修。然後，學生可以嘗試把學到的理論和技能應用到工場上。最後，導師可以使用流動設備上的應用程式進行即時評估和回饋學生。透過悉心的安排，這種流動科技應用於混合式學習活動裡，既能產生多群組知識共享，又能促進學習轉移以豐富學習經驗。
圖二. 演講錄影系統提供現場直播及反覆觀看
例子二：大規模開放網絡課程（MOOCs）和演講錄影系统
MOOCs是一種在電子平台上建立的在線開放課程。通過在線工具和社交媒體平台，MOOCs可運用網上授課、練習、評估和溝通工具等來豐富及增潤全日制課程。(圖三) MOOCs與「翻轉課堂」的理念最一致的地方，就是提倡課前理論預習。同樣，運用配戴設備，如谷歌眼鏡和GO-Pro攝影鏡頭，均能讓職場導師錄製某項技能的即場示範影片，再播放給學生即時觀看或課後翻看。譬如說，導師可以戴上具拍攝功能的流動設備，在髮廊為假髮模特兒，甚至客人理髮時，把洗頭、剪髮、電髮的過程和技巧，從髮型師的角度進行錄影。儘管學生上課時站在不同位置，也可以在屏幕上或在自攜流動設備上一起觀看導師示範。同時，學生可在閒暇時重溫示範影片以加強理解理髮步驟。這種在工場上實操示範方式也適用於其他工商學科（如機械工程、印刷、酒店及服務業等）。
圖三. MOOCs的特點 相片由Celli.fr提供,2015
進一步的建議
以科技促進教學就如各種創新事物一樣，會引發以下一些問題1）投資2）開發最新的主題內容3）工場導師、老師和學生的接受程度、意願、心理和思想準備。 簡言之，資訊及通訊科技和行動裝置的應用並非要取代職業教育及培訓中的實操過程。相反，這應當是作補充輔助活動之用。再者，「科技增潤學習」的成效很大程度上取決於教材設計和學習支援是否足夠，來提高學習動機和學生參與的持續性，以豐富學生的學習體驗。Applying Mobile and Flexible Technologies to Enhance Learning in Vocational Education and Training (VET)
Would Technology Enhanced Learning benefit VET?
The rapid advancement of information communication technology and the popularity of mobile devices (smartphones, iPads and tablets etc.) and flexible technologies (WiFi, online and web-based networking) ease the accessibility to information. The advancement of technology sparks a phenomenon of technology hype and massive information exchanges. Recently, technology enhanced learning in different forms have been adopted as supplementary and complementary learning activities. Promising results have been found in a number of studies suggesting that mobile and flexible technologies emphasise self-paced online and virtual learning experiences in higher educational institutions. However, Vocational Education and Training (VET) stresses on mastery of hands-on skills and practices in workplaces. The question remains, how would these two learning paradigms complement each other and benefit vocational education and training (VET)? This short article suggests a few strategies on applying mobile and flexible technologies to enhance learning in VET.Mobile, Flexible Technologies and Blended-learning
Technology enhanced learning tools, such as ‘MOOC’, ‘Flipped Classroom’ and ‘Lecture Capture’, in particular enabled by mobile and flexible technologies (smartphones, iPads, handheld devices and WiFi, online, web-based networking) have become common means to facilitate learning and teaching in education sectors. These kinds of technologies provide “just-in-time contemporary learning and can be accessed from any site” (Choy, 2006, p.2). Such kinds of flexible, mobile, web-based and blended-learning tools would allow VET students to review recorded lectures or participate in live-broadcasting learning sessions (i.e. lectures and seminars in schools or conferences) and share their views collaboratively in their own workplaces. It is assumed that mixed modes or blended-learning delivery, with appropriate instructional design enabled by mobile and flexible technologies, would well suit the learning and teaching needs in VET. Technology enhanced learning in different forms are being gradually adopted as supplementary and complementary learning activities. Learning and teaching resources in the forms of video (lecture capture, live broadcasting, wearable technologies, mini-MOOC) and instant messaging (social media, group chat) have been developed for students and teachers’ ease of access. The major direction in developing the learning and teaching resources is on the resources’ mobility and flexibility. The following examples suggest possible applications of mobile and flexible technology to enhance learning in VET.Example 1: ‘Bring Your Own Device’ (BYOD)
Image 1. Flexible and mobile learning enabled by BYOD
Employing the concept of ‘Bring your Own Device’ (BYOD), it is recommended that students bring in their own mobile and handheld devices such as smartphones, iPads to access the learning materials. An example to illustrate mobile learning in workplace would be: since there are more than 100 basic recipes in culinary study, students may have difficulties to memorise the exact ingredients for particular dishes. With the use of mobile devices, they can retrieve the recipes or short video clips of demonstrations for immediate references without flipping through cook books or print-based materials that are not convenient to carry around in the kitchen. Merits of mobile learning in workplaces are not limited to the suggested and are subjected to well planning of curriculum, instructional design together with teachers and mentors’ facilitation skills. For instance, students who engage learning in workplaces such as kitchens, flight cabins or work locations that normally not equipped with computer facilities, can use their own mobile devices to retrieve recorded lectures or watch live broadcasting of pre-scheduled lectures and seminars simultaneously in different work locations without the restriction of classroom settings (Image 2). Together with the group chat and instant messaging functions, students can conduct real time discussion with teachers and peers. Taking the advantages of these mobile technologies and apps, teachers can further generate discussions on particular issues raised from the lectures, followed by group or individual tutorials. A typical blended-learning lesson enabled by mobile and flexible technologies in workplaces would be: students attached in different workplaces will first practice skills and solve particular problems in workplaces assigned by workplace mentors followed by watching a pre-scheduled lecture (recorded or live broadcast) specially designed and related to the assigned practices and problems on their mobile devices. Secondly, students learn the theories or solutions from the recorded or live broadcasted lecture, then conduct online peer discussions and tutorials with the lecturer through instant messaging. Afterwards, students can try out the learnt theories and skills in their workplaces. Last but not least, mentors can conduct on-the-spot assessments using the apps on their mobile devices and send the marks and comments to their students instantly. These kinds of mobile enabled blended-learning activity, if well designed, would generate multi-groups sharing as well as promoting learning transfer to enrich learning experiences.
Image 2. Lecture captured system and devices for live broadcasting and reviewing
Example 2: Massive Open Online Courses (MOOCs) and Video Capture Devices
MOOCs are online courses that are open to anyone through established e-platforms. They can be used to enrich and supplement full-time programmes by online lecturing, exercises, assessments, evaluation, communication, etc. through on-line tools and social media platforms. MOOCs are best aligned with the concept of ‘flipped classroom’ to enable pre-class theory study. Image 3 shows the distinctive features of MOOCs. Similarly, wearable video capture devices such as Google Glass and Go-Pro Camera enable workplace mentors to record or conduct live broadcasting of their demonstrations of specific trade skills for students’ instant viewing or playback. For example, with strapped-on wearable recording devices, mentors in hair salon can video record the procedures, processes and skills during hair washing, cutting, or perming on his/her hair models or even real clients from the hairdresser’s viewing angle. Despite different locations of students, they can watch the mentor’s demonstration projected on-screen together or on their mobile devices. It is also helpful for the students to review the demonstrations step-by-step from the recorded video for a better understanding of the procedures at their available time. The demonstrations from real-life work tasks could be also applied to other trade-specific disciplines (mechanical engineering, printing, hospitality and servicing industries etc.).
Image 3. Distintive features of MOOCs Photo by courtesy of celli.fr, retrieved 2015