8 4. WebQuest - this will be a team oriented resource that will require brainstorming, independent study, sharing of information, peer teaching, working as a team towards a solution - it will be built using a combination of open source educational software and social media channels like YouTube 3.2. IO2: In-service training for VET tutors To maximize the potential of the Infographics produced, 8 per cent has prepared Inservice training for VET tutors that will work with young entrepreneurs. It is expected that, by the end of this training programme, VET tutors will have developed critical analysis skills to understand the potential and limits of using new challenge-based educational resources (quizzes, videos, puzzles, digital breakouts and WebQuests), describing the training objectives to which they may or may not respond, and the learning situations and contexts in which this methodology promotes success. The in-service training comprises 50 hours of learning, broken down into 25 hours of workshop-based training focused on the development of digital media skills and 25 hours of self-directed online learning focused on the thematic areas selected and working in online environments. ● 25 hours of workshop-based training focused on the development of digital media skills ● 25 hours of self-directed on-line learning focused on the thematic areas selected and working in on-line environments. The in-service training programme will comprise 3 distinct areas as follows: 1. Training to address the 10 competences identified as being of particular importance to innovative entrepreneurs. 2. Supporting cVET tutors to develop their digital media skills to enable them produce videos, audios, quizzes, puzzles, digital breakouts, WebQuests, etc. using software programmes like PowToon, VideoScribe, StoryBoardThat, Google Forms, Canva, KAHOOT, LearningApps etc. 3. Building the competence and confidence of cVET tutors to work in online learning environments where the relationship between tutor and learner are completely different to face-to- face learning scenarios. This element will explore the different roles of tutors in these dynamic environments to ensure that they are: comfortable working with the new resources in these non-traditional learning environments; fully bought-in to the benefits that online learning can bring especially for the specific target group in question; fully aware of the risks that pertain in online environments; able to safeguard against possible negative online factors.
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