Think of specific WBL content you wish to digitalise. How would you implement it in a face-to-face setting? What are the most important parts of the process that cannot be omitted? What kind of alternatives do you have in an online environment?

Use a Venn Diagram to find opportunities that you can put into action online (template provided).

Write the hardware possibilities you have on the left side (try to bear in mind different possible ways of using it).

Write what you would ideally want to implement in this learning unit/lesson.

The overlap area shows the best opportunities you have with the resources already available.

You can continue with using the Venn Diagram on the content in the right circle, which is not part of the overlapping area. What kind of hardware would you need to digitalise these ideas?

When planning, designing and implementing WBL content online/through e-learning, you will be faced with the decision of which hardware device to choose in combination with a multitude of available software. This software might of course also vary in hardware requirements.

To help you choose, conducting a SWOT analysis might be useful.

SWOT analysis is a simple tool for assessing four aspects of decision-making: Strengths, Weaknesses, Opportunities, and Threats.

Think of a WBL topic you want to digitalise and use the template to analyse potential hardware options according to your specific needs.

Look for potential connections between the quadrants of the matrix. Are there any ways in which the hardware options could be improved?

Base your decision on the performed analysis to find the appropriate hardware for your specific needs.

Use of technology is inevitable in our everyday lives in our dynamic world. Contemplate your daily routine and count all the technology gadgets you use in just one day - you will realise how important technology is when you use mobile, watch TV, drive a car, and use a computer or any electrical machine.

In this activity, you will choose one of the hardware systems discussed in the F2F sessions that you use either in private or personal life (or both). In the last activity, you noted DLT hardware that you may want to use.

Take some time and try to find some examples of how this DLT hardware is used by your professional peers. Try searching for your specific WBL sector or the hardware you want to use.

What kind of preparation and resources do you need? Do you need to purchase specific DLT hardware components? Create a list of what you have at hand and what you would need to digitalise your WBL content and distinguish between the “must have” and the “nice to have” devices for you and your learners.

In today’s world, technology is all around us, and we rely on it to perform specific tasks for us. However, devices we use can be prone to malfunction at some point – be it in personal or work life. Even the most tech-savvy encounter device malfunctions; however, knowing how to tackle potential issues will help you use hardware with more confidence and potentially avoid wasting time which could be used on WBL training on problem-solving.

Think back to find examples of your work devices malfunctioning, when troubleshooting had to be done. What was the problem and how was it solved?

Find three common hardware issues that may happen to your learners and set up a flowchart on how to solve them, for possible future reference.

Browse the web for tutorials on how to troubleshoot and structure possible ways of solving the issue. To create your flowchart, try one of the tools linked in the WBL GOES VIRTUAL Toolbox or the template provided.

In the previous activities, you have looked into the DLT hardware you have at hand and you may need for digitalising your WBL content.

Make a final check if the following requirements are met:

⚪  You have chosen a cost-effective DLT hardware to digitalise your WBL content

⚪  You are a confident user of the chosen DLT hardware

⚪  You and your learners are in possession of all necessary DLT hardware devices to create and access the digital WBL learning content

⚪  You are aware of possible challenges and have prepared strategies for troubleshooting with your learners

If you cannot tick all these requirements, go back to one of the earlier activities. Try to find tutorials on how to use your chosen hardware to become more confident in using it.

If you need to convince your employer to invest in your WBL digitalisation efforts, try to create a convincing elevator pitch and explain, why you and your learners need the desired DLT hardware to successfully implement virtual work-based learning.

If you have any further questions, get in touch with your peers or bring them to the next F2F session of the WBL GOES VIRTUAL training.

An essential part of teaching - maybe more so in virtual teaching - is communication. Besides the regular email, chat or maybe video call, there are numerous other options to keep in touch with your learners.

In this activity you will be provided with information about the toolbox chapter communication. You will receive information about the tools and how to use them (10min).

Afterwards, you will use them yourself to create your first small pieces of digital learning technology using the software (40min).

You will progress from the more familiar/easier to the more complicated ones.

Video Conferencing Tool:

- One of simplest solutions
- Allows you to conduct live meetings
- Sends audio and video between two endpoints
- Replaces in-person meetings

Google Meet

Team Chat Software:

-  Sending instant messages to learners
- Asking quick questions
- Keeping up with friendly, more colloquial communication

Classroomscreen

Project Management Tools:

- Organise tasks
- Delegate work
- Manage and supervise tasks

MeisterTask

Managing your learners as well as creating engaging ways to keep them engaged is your daily business.

How to do so in a virtual teaching environment will be the purpose of this activity. This can mean setting up a learning management system or even creating an escape game for your learners.

In this activity you will be provided with information about the toolbox chapter management. You will receive information about the tools and how to use them (10min).

Afterwards, you will use them yourself to create your first small pieces of digital learning technology using the software (40min).

You will progress from the more familiar/easier to the more complicated ones.

Moodle Workplace

Canva

Anchor (Spotify)

Guiding your learners so they can eventually work on their own is what you set out to do. If, however, learning-by-doing is not an option anymore, you have to find new ways to create real-life experiences for your learners. This could be creating a video or a voice over for a demonstration.

In this activity, you will be provided with information about the toolbox chapter tutorials. You will receive information about the tools and how to use them (10min).

5 types of instructional videos

1. Microvideo
2. Tutorial Video
3. Training Video
4. Screencast
5. Presentation & Lecture Capture

Afterwards, you will use them yourself to create your first small pieces of digital learning technology using the software (40min).

You will progress from the more familiar/easier to the more complicated ones.

YouTube

Quizlet

Prezi

You normally meet face to face and more importantly have your learners interact with the material at hand. This way they get practical experience. If this is no longer possible, you need to virtualise this practical doing. This can be but is not limited to creating a virtual reality.

In this activity you will be provided with information about the toolbox chapter digital interaction. You will receive information about the tools and how to use them (10min).

3 primary categories of virtual reality simulations:

- non-immersive
- semi-immersive
- fully-immersive

Different types of Augmented Reality Software:

- Markerless
- Image-based
- Location-based AR

Afterwards, you will use them yourself to create your first small pieces of digital learning technology using the software (40min).

You will progress from the more familiar/easier to the more complicated ones.

Padlet

Overly

You have now tested tools from all categories and have a basic understanding of how to apply some of them. For your teaching purposes, however, it is not important to know as many tools as possible but to apply the right ones at the right time.

Think back to your own teaching context and the lesson plan you created in activity 4.

Now, go back to the selected tools and use them for the designated purpose of your plan (e.g. create a podcast to provide your learners with revision material). Create all-digital resources and apply them as best as possible in your teaching context.

Go back to the previous activities concerning each category if you need further information on the tools or support.

In the 14-hour self-directed learning phase, the WBL trainers are asked to put the learned theory into practice by developing a digital session featuring their WBL contents.

In summary, the following SDL-activities are foreseen:

(1h) Choose content

(1h) Create learning outcomes

(2h) Create storyboard & call to action

(4h) Choose delivery method and create WBL content

(2h) Choose virtual assessment tool and create assessment

(4h) Test digital WBL content and collect feedback

As a WBL trainer, there is a lot of content to cover with trainees.

Review the available learning content and sort it into the following categories:

1️⃣ Easy to digitalise
Anything that requires little adaptation as it can be scanned, filmed or uploaded - anything that you already have available.

2️⃣ Possible to digitalise
Anything that requires some adaptation and a bit of creativity in order to suit a digital learning setting

3️⃣ Challenging to digitalise
Anything that requires a large amount of effort to be digitalised – could be specific hardware or commercial software

4️⃣ Impossible to digitalise
Anything that required specific tools and hands-on practice of learners - heavy machinery that is only available at the workplace, for example.

For this SDL phase, choose now a topic/ some WBL content from category 1️⃣ or 2️⃣ to continue.

You have chosen a WBL topic or content from your field. The next step is to define what your learners should be able to do upon finishing the virtual learning content you are about to design.

To create the learning goals, ask yourself:
What should the learner know or be able to do after they finish the learning session?

Create the learning outcomes for knowledge, skills and competences by applying the proper structure:

After completing the virtual session, the learner will be able to + “action/verb” + “object” + “context”.

Create as many learning outcomes as you deem necessary, but note that a digital session should not exceed 45 minutes to 1,5 hours.

Are all the learning goals achievable in the available amount of time?

If not, can you define even smaller learning milestones?

It may be suitable to divide your learning content into more than one virtual session.

You have chosen the learning content and the learning outcomes for your virtual learning session.

Start with brainstorming the contents you want to cover or you need to cover to achieve the learning outcomes.

Now, it is time to put them into a coherent order.
A red thread should lead from the beginning to the end of the session. Ideally, you should include a call to action for your learners, one which encourages their active engagement by researching something, trying something out in practice or by asking them to complete the assessment. The call to action can be used as an assessment method, but it can also be a separate step.

Use the template provided or create a storyboard of your own. The important thing is that you can work with it and understand what you need to do next.

To create a digital storyboard, you can use Mindmup: https://bit.ly/3eypZLL

It is now time to choose a suitable delivery method for your topic, based on your learning outcomes and the storyboard.

Will you create a video? A handout? A podcast or an interactive resource?

There is a multitude of possible choices and no wrong answers. However, before you decide, make sure that the preparation of virtual WBL content is feasible by using the handout “Checklist of available resources”.

If you are satisfied with your choice, start creating your virtualised WBL content!

Do not forget to include a call to action and engage your learners actively in the learning process!

Before presenting your virtual WBL content, think of an assessment method.

This assessment could be linked to the call to action or it could be something separate.

If your call to action was that your learners should create something of their own by putting the learned content into practice, you can simply ask them to share their final result. For example, they may have baked a cake as an assignment and are now asked to upload a picture of their cake.

Alternatively, create a questionnaire or interactive assessment tool to check if the learners have internalised the learning content. Use surveymonkey, Google Forms, Kahoot or similar tools – there are no limits to your creativity and you decide how to check whether the learners have reached the learning outcomes.

In this final step, the virtual WBL content is shared with learners and tested.

Let them complete the virtual session and do the assessment.

Evaluate whether the learners have reached the goals and ask them directly for feedback.

If indicated, revise your digital content to better fit their needs and help them to reach the learning goals which you have set for them!