| dc.description.abstract | The current Report namely, the third Intellectual Output (IO3) describes 12 Critical
Thinking (CT) blended apprenticeships curricula. The development of these curricula
was enabled and enhanced through the training that was carried out for Higher
Education (HE) Instructors and Labour Market Organisation (LMO) Tutors (IO2). In this
training, the participants learned how to promote, develop, support, and assess
critical thinking of students in apprenticeships curricula, and how to use the Moodle
software to develop a blended course. During this training, a common understanding
between HE and LMOs was achieved on the methodology, design and delivery of CT
blended apprenticeships curricula. This agreement was sealed by a joint
Memorandum of Understanding between every pair of HEI and LMO partners per
country. These memorandums specified a specific framework on the expected
collaboration between HEs and LMOs for the design and development (IO3), and
implementation and evaluation (IO4) of the CT blended apprenticeships curricula.
University of Emden/Leer, Germany (HSEL) was the partner who led the delivery of
the IO3. The objectives of IO3 were as follows:
1. Develop and describe 12 CT blended apprenticeship curricula developed in the
disciplines of the Think4Jobs project partners: Veterinary Medicine, Teacher
Education, Business & Economics, and Business Informatics.
2. Identify common CT aspects that are addressed in the CT blended
apprenticeship curricula through University-Business Collaboration (UBC),
regardless of the disciplines.
To reach these objectives, 12 blended apprenticeships curricula were designed,
developed, evaluated, and finally implemented as Moodle courses by pairs of HEI and
LMO project partners. Based on the descriptions of these courses, common CT aspects
that are addressed in the CT blended apprenticeship curricula were identified.
The Critical Thinking Blended Apprenticeships Curricula (CTBAC) presented in the
current report contribute to the existing research and literature in numerous ways.
● Firstly, they support and foster the cross-sectoral collaboration between Higher
Education Institutions (HEI) and Labour Market Organisations (LMO). The
participatory design and development of the CTBAC was established at IO2 and
was further enhanced in the current Output, as the courses were established
considering the state-of-the-art in the fields of pedagogy and the respective
disciplines they addressed. At the same time, the curricula were enhanced as
labour market experience and requirements were considered during the design
and development of the courses.
● Secondly, these CTBAC provide the opportunity to the learner to engage with
computer-supported collaborative and individual learning environments.
Students could benefit from a synchronous and asynchronous peer-, group- and
instructors led- feedback that aimed to facilitate their reflective thinking. Third,
the CTBAC aimed not only to improve CT skills, but also to develop other soft skills
that are essential for the labour market such as communication, collaboration,
and time management.
● Finally, CTBAC have a potential for transferability, as they could be further
exploited as “templates” for the development of courses that promote
knowledge and transfer soft skills in other disciplines. | en_US |
