Curriculum

15 Sections
74 Lessons
Lifetime

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MODULE 1: Problem identification and definition in the field of VET
Understand well the inquiry of the company or the society (social innovation), translate it into research and evaluate it taking into consideration existing resources and possible results. Develop specification documents for the inquiry.
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MODULE 2: Review and understand existing researches and good practices relevant to the applied research in vet assignment
Identify and study relevant research including best practices that are relevant to the applied research in VET assignment.
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MODULE 3: Design the appropriate applied research methods
Design appropriate applied research methods to generate specific recommendations for VET research assignments. Design of data collection tools.
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MODULE 4: Implement data collection (Interviewing skills)
To be able to explain, understand, and explore research subjects' opinions, behaviour, experiences, phenomenon, etc.
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MODULE 5: Experimentation (ensuring practices to respond to the inquiry)
To be able to pilot test the results of the research, to evaluate and to update them if necessary.
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MODULE 6: Αdaptability and flexibility
Adaptability and Flexibility in the field of vet competence involves the ability to understand and research different industries, which entails recognizing each sector’s unique needs, methodologies as well as challenges. It also means handling various research projects by managing and executing them with a versatile approach, adapting focus and methods according to each project’s needs and demands. It entails adapting research skills to applied research, demonstrating the ability to convert theoretical knowledge into real-world solutions. In essence, adaptability and flexibility in applied research in VET entail working across various fields, tackling a range of challenges, and applying skills in practical and impactful ways.
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MODULE 7: Ethics in research
Ethics in Research in VET context is about being able to recognize and maintain ethical standards that will help ensure that the research is conducted in a way that respects human rights. Accuracy in research helps to ensure that research findings are credible and trustworthy.
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MODULE 8: Collaboration with different vet stakeholders
This module aims to provide an understanding of the importance and strategies of collaborating with various stakeholders in Vocational Education and Training (VET). It focuses on identifying key stakeholders, engaging them effectively, and utilizing tools and technologies to foster collaboration. Through case studies and best practices, participants will gain insights into successful VET-enterprise and community partnerships.
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MODULE 9: Use technology to better understand what needs to be improved
“Use technology to better understand what needs to be improved” in the field of vet is about not only being able to use reliable and accurate source of data, such as web analytics, surveys, and feedback, in order to gain a better understanding of what needs to be improved; but also demonstrating a sophisticated understanding of artificial intelligence and emerging technologies to strategically implement them in research and educational practices.
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MODULE 10: Use digital/social media services for research
The ability to approach and understand how to develop an applied research through the use of digital and social media services, as well as to identify and use the most appropriate digital tools and promote a critical interpretation of the use of AI-based digital services for applied research in VET assignment.
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MODULE 11: Improve curricula and methods based on the results of the applied research in vet
Applied research plays a key role in testing and refining different teaching methods to enhance both teaching and learning. In Vocational Education and Training (VET), applied research not only identifies effective educational approaches but also uncovers potential improvements in various professional fields. By applying research insights, this module aims to support the development and continuous improvement of curricula across different sectors, ensuring that VET programs remain relevant and aligned with industry needs.
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MODULE 12: Develop student capabilities, in particular creative thinking, problem solving, self-direction
The ability to approach, understand and solve concrete problems is fundamental to introduce applied research into VET training. It is a valuable and not trivial competence that requires the teachers the ability to stimulate their students and guide them in solving problems, even complex, through the use of creative thinking and practical exercises such as project work on real problems, design thinking workshops, or hackathon. Through the comparison with the concrete case and the elaboration of possible solutions, the students develop critical sense and analytical skills that enhance the proactivity and the good predisposition to solve the problems, they learn to manage themselves in working groups with a win-win approach, meeting deadlines, managing available resources and negotiating with other members of the working group.
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MODULE 13: Build innovative entrepreneurial practices
Innovative entrepreneurial practices in vocational education and training (VET) are crucial for equipping students with the skills and mindset needed to thrive in a rapidly changing job market. As traditional industries evolve and new sectors emerge, VET programs must adapt to provide learners with practical, forward-thinking competencies. By integrating entrepreneurship into VET curricula, students are empowered to think creatively, solve problems, and seize opportunities, fostering a culture of innovation. This approach not only enhances individual career prospects but also drives economic growth by nurturing a new generation of skilled, enterprising professionals capable of leading and adapting in dynamic industries.
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MODULE 14: Create and manage hubs and innovation ecosystems
The purpose of creating and managing hubs and innovation ecosystems in applied research in Vocational Education and Training (VET) is to promote collaboration between educational institutions, research centers, and businesses. This aims to develop innovative solutions and enhance students' skills to meet the contemporary needs of the labor market.
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MODULE 15: Use digital/social media tools and communities of practice for dissemination
The ability to approach and understand how to promote the results of an applied research and/or project through the use of digital and social media tools, as well as to reach potential partners for future projects, through methodologies and techniques for effective critical curation, creation and sharing of digital learning resources.
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Session 3: Challenge Based Learning: upskill through Hackathons

Learning Objectives:

Promote creativity, cooperation and innovative thinking for designing solutions to different challenges
Transfer new skills to students by working on a project, stimulate networking, professional orientation
Use Hackaton as creative approach to developing Applied Researchers

At the macro level, Challenge Based Learning is an overarching philosophical approach that uses a framework of Challenges to inform and guide strategic decision-making, curriculum development, and classroom practice.

One of the biggest differences between Challenge Based Learning and more traditional approaches to teaching and learning are the roles of schools, teachers, and students. With Challenge Based Learning, schools evolve from being information repositories to creative environments where all Learners can acquire real-world knowledge, address real world Challenges, and develop skills they can use to solve complex problems for the rest of their lives. Teachers become more than information experts: they become collaborators in learning who leverage the power of students, seek new knowledge alongside students, and model positive habits of mind and new ways of thinking and learning.

Just a quick view on what Hackaton is:

A hackathon is an innovation competition where people come together to build products that solve challenges. They typically take place over the course of a weekend, but can be either longer or shorter and run any time of the week.
The name hackathon comes from the words hack (a term used in the software community that means building novel solutions to challenges), and marathon.

The term “hack” leads to think that a hackathon is only for computer scientists or IT specialists; although many hackathons present a challenge that requires the development of code or tools, in recent years, challenges focusing on the development of innovative products and services that do not require computer skills have become increasingly common. In any case, even hackathons that aim to produce a software/digital product are intended for “mixed” teams that combine computer skills with project management, problem-solving, and creative thinking abilities.

Hackathons represent a powerful convergence of learning and innovation, embodying the spirit of collaboration, creativity, and competition.
Hackathons are a great way to learn new skills, meet new people, and build something cool. Even if you don’t win, participating in a hackathon can be a fun and rewarding experience.

The Challenge Based Learning user guide is for everyone (students, teachers, parents, administrators, and community members) interested in building learning communities focused on identifying Challenges and implementing thoughtful and sustainable solutions.

CBL_Guide2016

Activities
The first of the following videos explains in detail everything you need to know to design and propose a hackathon.
The second video is made by a student who has no computer skills and yet participated in a hackathon that required teams to also have coding skills. The video provides an interesting example of how a hackathon unfolds in practice and how it is perceived by the different student teams participating in it.

NEARVET MOOC

Curriculum

Session 3: Challenge Based Learning: upskill through Hackathons

Elena Grilli

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