Training methods

Activity Based Training (ABT)

The method was developed during the Leonardo da Vinci pilot project MECCA (2005-07), coordinated by HiST. The first approach was to use it in training of welders in mechanical industry.  During the next years (the EuroMecca and Do-IT projects) the method has been elaborated to include both the production of products, as well as processes. That is

  • Methods for Industrial Production Processes
  • Methods for Quality Assurance and Quality Management training
  • Methods for use of ABT in engineering education at university level

ABT includes 4 basic components

  • Specification of a product from a customer, that is delivered to the students as an order when the training starts. The product must be completed and delivered to the customer within the timeframe provided in the specification. This is often done towards the end of a vocational education and training course. 
  • The pedagogical method utilizes ABT to produce a product by following the (industrial) production flow of an object in such that theoretical training is immediately applied into practice. The students shall apply their knowledge as fast as possible, and use it to investigate how they shall complete the next component in the product.
  • It provides interactive training that may utilize students own Smartphones through modern, web-based Student Response Systems. Teachers and instructors may use these services to enhance interaction and communication in class, and to provide feedback from the class to the teacher and vice versa.
  • Use of multimedia material that provides self paced on-line education, and high quality instructional video of learning material to institutes, SME and VET schools. The training method promotes for instance the use of modern learning tools in quality assurance and quality management training.



Figure 1. The ABT methodology

At the end of a course, the students have produced a product based up on specifications provided through an order from the external customer. During the course they will need to learn more theory based up on the specifications in the order, and the practical problem solving process where they must decide in which sequence they are going to produce the components and afterwards assemble them. Quality assurance is integrated into the education model, since the students must check the ingoing and outgoing quality of their products during the production process, and compare the measured values with the specification in the order. Video is used as a facilitator for initiating discussions based up on cases that are illustrated by use of  HOW to DO, as well as HOW NOT to DO.

Here you may study other examples of using ABT in Vocational Education and Training

  • A video demonstrating use of the Activity Based Training method in mechnical industry (for web, for mobile phone), 8 minutes long. The video is recorded in Viosonta, HU, at the Matre welding school.
  • Welding
  • Quality Management

During the year 2011 the method has been developed further such that it may be used in higher education courses. These courses provide significantly less teaching hours compared to a vocational education and training course. Here are two examples

  • Use of ABT in Mother language and English training course 
  • Use of ABT in a Physics course for mechanical engineering and logistics students



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