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Artificial Intelligence is becoming more and more an integral part of Technical Vocational Education and Training. We experience that Artificial Intelligence is transforming people’s personal and professional lives worldwide. 

Artificial Intelligence (AI) refers to developing computer systems that usually require human intelligence. Examples can be visual perception, speech recognition, and even decision making. These technologies can be applied to many undertakings to benefit organisations seeking to improve outcomes and productivity. To compete in this new tech-driven economy, you must understand how game-changing technologies such as AI can help. You need to know how to use it in TVET and use AI in the different business functions.

Artificial Intelligence in Technical Vocational Education and Training

AI is a technology in which machines can perform tasks that generally require human-like thinking. It has a broad range of possible uses in transportation, health care, entertainment, education, agriculture, manufacturing, cybersecurity, and national defence. Types of AI include machine learning and neural networks. [1]

Although Technical Vocational Education and Training (TVET) is at the forefront of innovative classrooms and the use of AI. The concepts have played a significant role. However, there are still many problems in cultivating Ai into modern TVET worldwide. The content of online resources is often unappealing, and the building of network resources is inadequate. 

Network and teacher training has received insufficient attention. The education of teachers is not always ut to date, and there are no unified norms of that courses. The information the teachers have about AI is often random and incomplete. The teachers’ information is challenging to share. The knowledge cannot adapt to current information technology developments. Even the teachers have the ability it has not been fully applied to classrooms. In actuality, utilising different public websites is too expensive, making use uncomfortable; information professionalism is lacking, making usage low and inconvenient. 

Various TVET application support systems have a poor overall impact, low quality, and inconsistent after-sales service. Therefore, it is of great practical significance and practical value to design a TVET system under mobile learning mode. The use of mobile learning technology, combined with students’ own characteristics, mobile phones, PDA (small handheld device ), and other mobile learning terminals, can obtain the required learning courses.

Creating tunnel for the railway at Forneub, Norway. (Photo: Karl Skaar)

Does TVET use Old Material and Teaches Ancient Wisdom?

Information technology and Internet technologies are combined in the mobile learning mode. It is an e-learning-based informal distant learning style. All learners may log in, view, and download a wide variety of learning materials, whether they are using mobile phones, tablets, PCs, or other terminal devices. Learners’ learning is more convenient, and ways are more diverse when a digital multiterminal all media learning platform is established. [2] The mobile learning mode builds an information service system serving open education, and lifelong education can use AI. 

Open Educational Resources are teaching, learning, and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license. That permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.[3] Open Educational Resources (OER) is a great idea to spread information and build new TVET courses. People from all over the world get unrestricted access, and all can acquire the same skills.

Information technology and Internet technologies are constantly developing. An example is all development within AI. What was a new invention yesterday is outdated tomorrow. Why is this an issue for Open Educational Resources (OER)? These resources or courses are open for everyone after it is created. As long as none benefit from offering the e-learning courses in the Open Educational Resources, the classes will not be further developed. As the technologies develop, the methods and knowledge will be obsolete. The result can be that many TVETs use old material and teaches ancient wisdom. 

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Thus far, no substantial research on OER in TVET has taken place. A lot more can be found on the role of Open Educational Resources (OER) in higher education or secondary and K-12 education. A study published in 2018 found that TVET is an almost neglected area in the OER space. The study found only a few successful examples of OER adaptation in TVET, and OER has thus far had a little measurable impact in this educational field. The survey also showed very little knowledge and awareness among TVET practitioners and policy-makers about issues related to OER and opened licensing in general. At the same time, the study has found strong support for the belief that OER can contribute substantively to skilling people. Many within TVET hope that increased availability and use of OER will lead to better access. This contributes to more equity, higher quality, and improved efficiency of TVET. [4]

AI Technologies Can Support TVET

The spread of AI in the world of work makes it urgent to enhance workers’ digital skills. This will not only concern the new occupational profiles outlined in recent years, such as data scientists, digital

officers, and mobile developers. Instead, it also affects the current professional occupational profiles that will be redefined with hybrid curricula that combine new skills with existing ones. 

AI technologies can support training to support learning processes and manage organisational issues. These technologies are still evolving and are not yet widespread. AI can help in situations that require processing a large amount of data to obtain helpful information for training. 

Nevertheless, AI can support TVET teachers in the following ways: empowering the sharing and the provision of information about the labour market (jobs, occupations, qualification requirements, courses and work experience opportunities); facilitating the recruitment and engagement of students and workers; storing students records and progress; providing nudges to enhance students involvement; reducing time and cost in producing and delivering learning contents; speeding up evaluation activities, allowing teachers to increase formative assessment activities. Some examples of artificial intelligence technologies are already available and can be used in the modalities listed above: chatbots, natural language processing, the Experience API, intelligent tutoring systems and e-assessment tools. [5] 


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Artificial Intelligence Concept. Profile Portrait Of a Woman over Abstract Futuristic Background (Illustration: Adobe Stock)

Their use has given rise to innovative teaching approaches, such as “smart classrooms“, which are physical learning rooms equipped with different sensors (microphones, cameras, etc.). Teachers or artificial intelligence systems use the data collected through the sensors to provide assistance, tools or learning strategies for student support. It is important to stress that the increasingly widespread use of these technologies will not threaten the teachers’ jobs. Teachers and trainers have a fundamental and irreplaceable role in supporting learning processes. These roles cannot be replaced by any technology. Instead, AI will reduce teachers’ administrative duties, such as checking documents, preparing lessons, evaluating homework, paying more time and attention to individual learners, coaching activities, and focusing on students most in need of help. [5]

How to Shape the Future of TVET?

It is complicated to provide sufficient opportunities for professional development to ensure all TVET teachers and trainers have updated their competencies. It looks like traditional training courses for Professional Development may not meet the competencies within AI. There should be an approach supporting more flexible and innovative opportunities for Professional Development, including in particular blended and online learning programmes.

References

[1] ARTIFICIAL INTELLIGENCE TODAY AND TOMORROW, Policy paper, 2020

[2] Li Qing, Research on Intelligent Function Design of Vocational Education System under Mobile Learning Mode, Journal of Mathematics, 2022 

[3] Paris OER Declaration, UNESCO, 2012

[4] Robert Schuwer and Ben Janssen, Handbook: Open Educational Resources for skills development, UNESCO-UNEVOC, 2018

[5] Graham Attwell, George Bekiaridis, Ludger Deitmer and Marco Perini, Artificial Intelligence & Vocational Education and Training: How to Shape the Future, ResearchGate, December 2021

 


Lucubrate Magazine February 2022

The photo on the top of the article: Adobe Stock


 

Industry 4.0 Factory: Two Engineers Uses Digital Tablet Computer with Augmented Reality Software Visualize 3D Model of a Jet Turbine Engine. Aircraft Maintenance and Diagnostics. (Photo: Adobe Stock)

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Karl Skaar
Karl Skaar

Is a highly successful professional, with a high degree of entrepreneurial flair.

Roles:
- Senior Analyst in the Norwegian Directorate for Education and Training, Norway
- Responsible editor and publisher of the Lucubrate Magazine, Global
- Project Manager of the Lucubrate Project, Global
- Chairman of Board of Directors of Nobel Knowledge Building, Uganda
- Chairman of Board of Directors of Norsk Kompetansebygging AS, a Consultancy company, Norway
- Member of the Board of Directors of Norwegian International Development Company AS, Norway

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