Glossary

DIGITAL RESOURCES

Digital resources are those information resources in an electronic format accessible through internet-connected computers or other electronic devices in libraries known as in-house digital resources.

DIGITAL COMPETENCES

The confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society. It is defined as a combination of knowledge, skills and attitudes.

DIGCOMP FRAMEWORK

The DigComp framework (Digital Competence Framework for Citizens) defines the digital competences required for VET professionals, encompassing various areas such as information literacy, communication, digital content creation, safety, and problem-solving.

INCLUSION

A dynamic approach of responding positively to pupil diversity and of seeing individual differences not as problems, but as opportunities for enriching learning.

QUALITY ASSURANCE

VET quality assurance may be understood as the composite measures established to verify that processes and procedures are in place, which, when effective, ensure the quality and quality improvement of VET. 

MOBILE RESPONSIVENESS

Mobile responsiveness refers to whether a website is optimised to be functional and aesthetically pleasing on devices of different sizes.

FOCUS GROUP

A group of people assembled to participate in a discussion about a product before it is launched, or to provide feedback on a political campaign, television series, etc.

ADAPTIVE LEARNING

Adaptive learning — or adaptive teaching — is the delivery of custom learning experiences that address the unique needs of an individual through just-in-time feedback, pathways, and resources (rather than providing a one-size-fits-all learning experience).

GAMIFICATION

The process of adding games or gamelike elements to something (such as a task) so as to encourage participation.

INTELLECTUAL PROPERTY

Intangible property that is the result of creativity, such as patents, copyrights, etc.

FLIPPED CLASSROOM

“To flip” means to turn around – “Flipped Classroom” translates as “flipped classroom” or “flipped teaching”. Learners prepare individually with the help of digital learning media. In the subsequent face-to-face classes, learners can test, deepen and apply their knowledge in practice.

BLENDED LEARNING

Blended learning is a targeted combination of face-to-face teaching and e-learning. Both forms of learning are mixed and linked in a common curriculum. The digital component of blended learning enables location- and time-independent learning, individual learning paths and a variety of media and methods, through which teaching can be made more varied.

DESIGN THINKING

This is a solution-based strategy to solve problems, collaborate and inspire creativity in students.

INTERACTIVE WHITEBOARD

This is an electronic board that can be used both as a presentation medium (e.g. of PowerPoint presentations or films) and as an input device. All that is needed to present content is a computer or mobile device and a beamer. If whiteboard software is also installed, it is possible to work on the whiteboard surface with input devices, e.g. with special pens, but also with the finger. The inputs are projected onto the surface by means of a computer and beamer.

COLLABORATIVE LEARNING

Collaborative learning is a pedagogical approach that uses groups to enhance learning through collaboration. Groups of two or more learners work together to solve problems, complete tasks or learn new concepts.

AGILE PROJECT WORK

According to the Duden dictionary, the definition of “agile” is associated with mobility and agility. According to this, agile teams can continue to work independently and goal-oriented at any time. They continuously adapt to their environment and new challenges. Processes and procedures become agile by continuously reflecting on them and optimising them accordingly.

VIRTUAL LEARNING SPACE

It is an online environment where educators and learners interact, share resources, and engage in various educational activities. It offers flexibility, accessibility, and often incorporates multimedia elements to support learning.

SYNCHRONOUS COMMUNICATION

It refers to real-time interactions where participants communicate and exchange information simultaneously. It commonly occurs in live video conferences and chat sessions.

ASYNCHRONOUS COMMUNICATION

It involves interactions that do not require immediate responses. Participants can communicate at their own pace through messages, emails, discussion boards, or other means that do not rely on simultaneous engagement.

MINTO PYRAMID PRINCIPLE

It is a communication framework that emphasises structured thinking and clear, persuasive communication. It employs a top-down structure, logic, audience-centricity, and visual clarity to enhance communication effectiveness.

LEARNING ANALYTICS

It involves the collection and analysis of data related to learners’ engagement, performance, and behavior. It helps instructors and educational providers assess learning progress, identify areas for improvement, and personalize learning experiences.

EQAVET

EQAVET, or European Quality Assurance in Vocational Education and Training, is a collaborative network that aims to improve and advance quality assurance in vocational education and training across Europe. It promotes the adoption and implementation of the European Quality Assurance Reference Framework for VET.

DEMING CYCLE

The Deming Cycle, also known as the PDCA (Plan-Do-Check-Act) cycle, is a four-step process that supports continuous improvement. It involves planning, implementing, checking or evaluating, and acting to make informed adjustments, and it is a foundation for quality management.

CAPSTONE PROJECT

A capstone project is a culminating and comprehensive project that typically marks the end of a programme of study, such as a degree or vocational training. It often involves solving a real-world problem, conducting research, or creating a substantial work to demonstrate the learner’s skills and knowledge.

BIAS

Bias refers to the presence of systematic and unfair preferences, prejudices, or inclinations in decision-making, data collection, or evaluation processes. In the context of assessments and data analysis, bias can skew results and create inaccuracies.

HOLISTIC

A holistic approach considers a whole system or entity and the interconnections among its parts, rather than looking at individual components in isolation. In education and assessment, a holistic approach may involve evaluating learners’ overall performance and understanding, taking into account multiple factors.

DATASETS

Datasets are collections of structured data that can be used for various purposes, including analysis, research, and reporting. In the context of learning outcomes and assessment, datasets may contain information on learner performance, feedback, and other relevant metrics.

IT SKILLS

IT skills, or Information Technology skills, encompass the ability to use and work with various computer systems, software, and technologies. These skills often include proficiency in computer operation, software applications, programming, and digital tools, which are essential in various vocational fields and educational settings.

DIGITAL TECHNOLOGIES

All types of technologies that utilize electronic or digital tools, such as computers, the internet, and applications, to facilitate learning.

ELEARNING

The process of education that takes place through the internet and digital technologies.

ENGAGEMENT IN ONLINE EDUCATION

Active involvement of participants in the teaching process, encompassing active participation and emotional involvement. This includes their interaction and cooperation with the teacher and classmates.

PERSONALIZATION

Customizing educational materials and learning paths to individual participant needs and abilities.

TECHNOLOGY INTEGRATION

Incorporating digital technologies into the teaching and learning process to enhance effectiveness and attractiveness.

VIRTUAL LEARNING ENVIRONMENT (VLE)

A platform or system that enables the organization and delivery of online courses. A virtual learning environment (VLE) in educational technology is a web-based platform for the digital aspects of courses of study, usually within educational institutions. They present resources, activities, and interactions within a course structure and provide for the different stages of assessment.

INFORMATION LITERACY

In view of the immense flood of information disseminated via digital media, it is no longer possible to assume an ideal-typical information process in the everyday context according to the traditional model: sender-receiver. The focus is less on the search and more on the selection and evaluation of information. From a media science perspective, however, information literacy is understood as a sequence of steps for acquiring knowledge that begins with the search (Deutscher Bibliotheksverband 2016; Klingenberg 2016:35). This is composed of four interrelated sub-competences: Search, Check, Know, Present and Share.

MEDIA COMPETENCE

Media literacy describes the ability to use the various media channels as well as their contents competently and above all critically, and to act with and in these channels.

COMMUNICATION COMPETENCE

Refers to the ability of communicators to choose appropriate behaviour and thus achieve interpersonal goals without massively violating the interests of the other person. It is an aspect of social competence and represents an important factor for success in professional and private life. Communicative competence includes, on the one hand, the ability to find appropriate ways of transmitting a message and, on the other hand, the ability to recognise the state of mind and concerns of an interlocutor.

COMPETENCE INDEX 4.0.

The CI 4.0 enables a low-threshold analysis of the degree of digital competence of prospective teachers. Embedded in teaching-learning scenarios and accompanied by teachers, the CI 4.0 enables self-reflection on individual digital competence.

COMPETENCE MANAGEMENT

Competence management refers to the active and systematic handling of an organisation’s competences, oriented towards strategic corporate goals. This includes identifying, understanding, diagnosing, visualising, developing, deploying and securing employee potential in the long term according to operational needs.