Toys, tools or just disruptive education?


Today, mobile devices are disrupting the way we work and interact, though nobody had heard about smartphones before the iPhone arrived during the summer 2007 - just 5 years ago. Tomorrow mobile technology and handheld devices like smartphones, laptops and the new tablets, are going to disrupt education and training.

Is Olivier (picture above) using a laptop, is he using a tablet with a keyboard as he may remove the screen and use it as a tablet, or is he using a toy? Handheld devices, are they tools or just toys that disrupt traditional educational courses?


VET teachers are currently unable to make on-the-fly assessments of professionals trainers' reproduction, demonstration and performance of learning. During short 2-3 days long VET courses addressing the World of Work, instructors can't answer questions like

  • How successful is/was my teaching?
  • How well do/did the students learn the subject taught?
  • How much do/did the students learn of the subject taught?

In-class communication, interaction and collaboration processes that may enhance effective peer learning processes, where students learn from their peers, are difficult to measure by use of existing ICT technologies. The ongoing Leonardo da Vinci transfer of innovaton iQVET-project (2012-14) is going to support and validate use of modern handheld devices in quality vocational education and training professional programs in the World of Work.


The iQVet partnership is going to extend the Peer Learning Assessment System (PELE), by constructing the new tool PELE Professional for inclusion of assessment for learning in competence-based systems. Vocational education and training students are going to receive instant feedback and provide instant evaluation, in short and intense 1-3 days VET professionals courses. This is going to be done by adapting, testing and validating a new online service utilizing peer learning processes in short training activities.  

PELE Professional will be used to measure pre-knowledge just before the course starts, and these data will be collated with immediate feedback from tests offered towards the end of the course. The data gathered before and after the couse are then merged into an interactive learning activity. The learning approach targets short, intense training courses and applies the pedagogical method to business, economy and agricultural courses. The new learning and evaluation process is going to include four disruptive evaluation learning activities: pretests, learning, posttests and comparison.

This includes:

  • Pretest of attitude and behavior changes to improve the learning phase
  • Pretest of knowledge before the learning starts
  • Evaluate satisfaction during learning phase
  • Perform posttest of knowledge during learning phase
  • Some time after finishing learning, provide posttest in attitude and behavior and use these results to compare and improve the effect of training for participants and companies. 

Finally, the project is going to investigate if this evaluation method may be adapted and applied for use in higher education courses.

The pictures show members of the project team from Greece, Poland, Romania and Norway at Online Educa Berlin 2012.

SRS 2.0, PELE 1.5, Eval 1.0 and iLike 1.0 are available for use.