REMOTE PROJECT WORK

Realisation of a remote Project Work due to the impossibility of carrying out the workshop internship: Working on the development of professional skills and soft skills related to the area of communication in a situation that did not allow for face-to-face workshop teaching.

Distance learning in which students could not carry out the internship at the companies/workshops.
For some years now, the Vet centre has been training trainers in didactics also with digital tools through the national SCF network to which it belongs, using the Google workspace platform for the management of integrated didactics (also post-DL) especially for the management of asynchronous activities such as tasks/exercises.

Carrying out a PW remotely due to the impossibility of carrying out the internship in the workshop: 

- Description of the task to be carried out at home on family vehicle, car or motorbike (e.g. changing engine belt, changing oil, changing spark plugs); the description is detailed from the point of view of the steps to be carried out, the order and precision of execution, the implications from the point of view of safety on the execution of the task. 

- The learner plans the activity and films it (goes over the steps to be performed, cleans the engine so that all the steps can be understood from the video, organises the filming set, films the execution of the task) 

- The learner edits the video or inserts it into a presentation so that the phases of realisation of the work are clear, inserting captions and comments; the video must contain the description of the work carried out recorded by the learner as if he were presenting it to the client (development of communication skills) 

- Presentation of the final work for assessment, particularly the correctness of task(s) execution. 

Automotive, also affects soft skills in communication

2nd and 3rd year learners, PW carried out with about half of the learners, 4th year learners are following the Dual learning.

Situation-based learning.

Remote synchronous and asynchronous sessions for assignment and explanation of delivery.

Constant accompaniment/monitoring (support) to learners for task completion. 

Final remote feedback session in groups.

We also used:

Google Workspace/Classroom platform for assignment and asynchronous assistance (also email and chat) 

Learner's personal tools (smartphone/computer if not provided by the VET centre) for video recording and making presentations 

Evaluation checklist to assess: level of correctness in carrying out the task (procedure, order), communicative competence in explaining the work done, effectiveness of feedback. 

PW presentations

Pupils and teachers more competent in the use of video communication

Trainees are directly responsible for the execution of the task, for the organization of the workspace and at the same time of the filming set, for the ability to narrate the task carried out and to document it. 

From the teachers’ point of view, the habit of using other evaluation approaches, having different opportunities to evaluate both professional and transversal competences. 

Regardless of the context in which it was proposed, PW practice worked, empowering pupils to work neatly and accurately even without constant supervision in the presence of the teacher. 

Work will also be done across disciplines to support learners' communication skills and ways of constructing materials, including multimedia (digital skills). 

Risk of impossibility of practising certain procedures on the engine either because of the absence of suitable equipment outside the VET centre or because the task (e.g. changing brakes) could be dangerous without an external check at the end of the activity. 

By re-proposing the PW after the lock down, tasks requiring special equipment can be carried out in the workshop at the VET centre as well as the final checks while maintaining autonomy in the implementation and description of the PW. 

Attention to the clearness of the assigned task.