Abstract:

With this present work, the authors’ intent is to describe and explore an on-going approach to self-learning using technologies and specific environments in non-formal learning and development motivating contexts in out-school activities, to promote vocational trends in engineering. This work will be developed according to the case study approach methodology and grounded on the tutorial model designed for accompanying the activity “F1 in Schools” (F1S) from the wider project “Think Industry and Technology Project” (TITP). This is one hands-on, out-of-school program focused on experiencing engineering and promoting self and informal learning on alternative contexts. The Technological Centre for the Metal Working Industry (CATIM) has TITP running since 1995 and it has encompassed more than 71.000 youngsters with ages between 13 and 17 years old. The F1S is an International competition, that for the year 2010 evolved 38 different countries and more than 362160 youngsters worldwide. The teams compete regionally, nationally and internationally, the ultimate concretization in the F1S is the World Championship Trophy. The e-learning tutoring F1S intends to support teams for the following aims: a) design and construct the fastest and most innovative miniature F1 car; b) prepare and support verbal presentation; c) help in the conceptualization, design and operationalization of the marketing display and “pit”. In the last national championship it were supported 102 youngsters, with ages between 14 and 17 years old, separated into 19 groups. As main outputs: a) the winning regional and national team was one that followed this e-learning schema; b) learning communities based on-line were mentioned has being very important for the task completion; c) divergent e-learning and development strategies were developed by the youngsters; d) different stakeholders were actively evolved on the tutoring.

The e-learning tutoring model adopted for accompanying the F1S was the Technology Integration Matrix (TIM), which incorporates five interdependent characteristics of meaningful learning environments: (a) active, (b) constructive, (c) goal directed (i.e., reflective), (d) authentic, and (e) collaborative. Being collaborative means the association of five levels of technology integration: (1) entry, (2) adoption, (3) adaptation, (4) infusion, and (5) transformation.
The TIM is a valuable tool for our F1S e-tutors to use for supporting their understanding of how technology can be effectively integrated and add more opportunity to interact with students into their distance interaction. After a one year of experience, F1S training coordination have received positive feedback from the tutors, mentioning the need for more exploration and integration of the TIM tool.

The challenge for all is one of understanding and exploring how best to use technological resources to support learning and engaging users on the activities leading to the learning and development taking in account the new ways for learning in the digital age (multi-tasking, gaming, non-linear approaches) focused in their contexts and environments.

Keywords:

Learning, f1inschools, self-learning, Technology Integration Matrix.