Abstract:

With this paper the authors’ intent to analyse and discuss the design process of a Technology-Enhanced Learning Environment (TELE) for promoting youngsters’ Self-Regulated Learning (SRL) of industrial and technical skills in non-formal learning settings. The experience is grounded on Think Industry Technology Project (TITP), a hands-on, out of school project that encompassed, until the present date, more than 11000 youngsters with ages between 13 and 17 years old. The main objective for TITP is to develop a positive vision of industry, of employment opportunities and technical careers related to the industrial sector, towards a sustainable and active citizenship. This objective is to be achieved through the acquisition of skills rather than on the mere accumulation of information. There are several project’ activity branches: Laboratory Think Industry (LabTI), Technology Think Industry (TecTI), F1 in Schools Think Industry (F1STI). All these branches encompass different activities with complex tasks and were designed to be fostered with technology. Technology itself it’s not a problem, the added value to the promotion of SRL in youngsters’ rests on the pedagogical approach underneath. Research has shown that youngsters have a set of common self-regulatory strategies and an individualized set of skills that allow each youngster to be successful in school, society, life and in the future at work. There are evidences that strongly suggest that these competencies can be taught, learned, mediated and controlled. Based on these principles the TELE was developed, and it were taken in account: a) methods for organization and time management; b) types of work patterns; c) Self-regulation strategies; d) goal orientation; e) tutoring model; f) skills to be developed and outputs to be achieved. The TELE strategy was based on the tailoring of a commercial, regular Learning Management System (LMS) that included features such has synchronous and asynchronous communication tools, workflow management, group work management, web analytic tools, social tools. The learning environment is a dynamic space that is tailored “just-in-time” and in a responsive way to the group personality. Is the individuality of each group that allows the tutors to adapt the learning environment to the work patterns. With this paper the authors will discuss the way in which the individual and group strategies are reflected and potentiated by technology for attaining to the task objectives and strategies. These strategies include (but are not limited to): a) organizing and transforming information; b) planning and setting goals; c) records and monitoring; d) written/oral memorization/acquisition strategies; e) behavioural strategies; f) environmental strategies. Some of the main project reflections are: a) youngsters who are able to regulate their behavior tent to achieve better and have other positive development outcomes that can be generalized to everyday life functioning; b) giving meaning to curricula and activities is one of the most value strategy by youngsters; c) technology and technological learning environments are no problem is this equation, there is sufficient and quality offer in the market (commercial and free); d) the correct pedagogical approach will enhance technology learning contexts results; e) The TELE must be adapted to each user/group of users; f) We don’t need complex environments to promote learning and development “Keep it simple!”.

Keywords:

Technology-enhanced learning environments, self-regulated learning, hands-on projects, tutoring models, industrial literacy.