The TELL-ME project (Technology Enhanced Learning Livinglab for Manufacturing Environments) aims to develop and trial in authentic contexts (SME-driven human-centric and service-oriented manufacturing workplaces) an innovative cross-enterprise methodology and IT platforms for continuous education and training in heterogeneous business ecosystems, blending Precision Teaching (PT) lifelong learning and Living Lab (LL) participative co-creation aspects in ways that can address more business needs than traditional training
This responds to several EU 2020 Strategy indicated in several Flagship Initiatives like "An Agenda for new skills and jobs", "An industrial policy for the globalisation era", "Innovation Union" and "Digital Agenda for Europe" and summarised in the two questions below:
- How can SMEs blue collar workers in less advanced industrial sectors keep the pace of innovation of technologically advanced ones?
- How can TEL-based training be positioned and improved, in order to have more impact on industrial sectors' innovation and resilience?
Five main challenges have been identified as fingerprints of the TELL-ME proposal:
- Human-centred manufacturing and the increasing need to consider human factors and workers wellbeing in the production processes;
- Service oriented Manufacturing and its increasing need to open, breed and govern globalised business ecosystems;
- Learning Ecosystems are the new frontier of collaborative value networks on a global and cross-sector market;
- Living Labs of SMEs and their need to constantly develop business-technical-social-market innovation via co-creation and inspirational environments;
- Learning at the Workplace and its need for fast, punctual and personalized life-long learning that takes account of fluency-driven approaches to training, and trends in using TEL and OER for self-regulated learning.
The first part of this article highlights the most commonly used technologies in science classrooms, reviewing the unique opportunities they offer that would not be possible otherwise. After discussing the potential (or lack thereof) of these technologies, the second part of the article presents a proposal for using some of them in a specific pedagogical context: an inquiry-based learning cycle for laboratory work. The main aim of the proposal presented here is to discuss how a certain teaching and learning approach, such as inquiry-based learning, and a certain teaching and learning situation, such as school laboratory work, can be enriched by the use of ICTs. Finally, a detailed example of how specific ICTs are used in laboratory work sessions with an inquiry approach is also explained. This practical case comes from a research-based activity sequence on kinematics and dynamics developed for secondary school students within the framework of the local project REVIR.