The project pilots an innovative solution that includes new products and services using new mobile technology in learning and communication, and it simultaneously creates interaction through good communication and effective information flow. The hypothesis is that this will contribute to the following value creation:

  • Positive attitudes: The work methodology that schools will adopt employs modern, attractive mobile technology solutions that young people now use everywhere except at school in order to change students' attitudes and make them want to learn by making it fun to participate! If more students gain positive attitudes towards learning more, this will underpin the long-term benefits of completing vocational training.
  • Better results: Schools/teachers will use a new working method that fosters motivation by employing immediate feedback and intervention on early education results. Consequently, it enables more students to improve academic performance and thereby helps more students get access to apprenticeships in enterprises.
  • Improved collaboration and leadership: Introduce and test a new method of management and organization of internships. The method and its new mobile technology solutions will be introduced into vocational education in "Practical Course" subject (9 hours per week in VG2, i.e. the second year of secondary school) so that schools/teachers, students, education offices and enterprises are confident about the use after VG2 level is finished. Training agencies and companies can then continue developing the learned leadership and cooperation method in the first 6 months of the study period (year 3 in VET). This means that it is feasible to target early intervention in the critical period when many students may quit just because of inadequate follow-up.
  • Increased implementation: Piloting a new evaluation and follow-up method that improves the collaboration between different public services by introducing and applying a new type of distributed mobile communication. This ensures quick information flow and enables one teacher to easily monitor geographically dispersed students doing their internships. This will lead to the problem areas being identified at an early stage so that more students are caught before they start to consider quitting school, and thus more students will take the qualifying examination.

Locally, the above described methods and services will be used by teachers, school management, students, Employment Agency, enterprises and training agencies. Regionally, teachers, school management, students, education offices and enterprises will use similar methods and services.

This project promotes the national and international dimension/potential of use of new services and methods based on mobile technology by piloting methods and services at Stockholm Science and Innovation School (SSIS) in Kista (Sweden's "Sillicon Valley"). This school develops innovative methods in the field of entrepreneurship and entrepreneurial learning methods. The data from SSIS will serve as a reference point for transferring research results to other sectors.

The development of working methods which use new teaching methods, new assessment solutions and interactive methodology will help create values in a different way in the municipalities of Hitra, Frøya and Smøla.

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