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ICT-DRV
Facilitating and documenting work-based learning through distance
learning techniques within mandatory periodic training for professional
drives in Europe
Claudia Ball, DEKRA Akademie GmbH (DE), 22.10.2014, Thessaloniki (HE)
This project has been funded with support from the European Commission. This portal reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Basic project parameter
Full title:
„Preparing and keeping professional drivers qualificaton up-to-date
for their changing job requirements with multimedia-based learning “
Acronym:
ICT-DRV
Duration:
12/2012 – 05/2015 (30 months)
Partners:
20 from 11 countries
(11 working, 9 associated)
Coordinator: DEKRA Akademie GmbH (DE)
Funding:
about 415.000 Euro
(EC Lifelong Learning Programme,
Leonardo da Vinci/ LdV, DoI)
Project partnership
11 partners from 9 countries
Working partners:
● DEKRA Akademie GmbH, DE
● 3s research laboratory, AT
● AFT, FR
● FTA, UK
● TCM-UGT, ES
● TTS, FI
● DEKRA Akademie KfT, HU
● Saarland University, DE
● ITS, PL
● ETM, DE
Working partners from
3rd countries:
● Trucking Human Ressources
Canada, CA
Associated partners:
● VTL, NL
● Eurotra
● Ver.di, DE ● VTI, SE
● KMW, DE
● TYA, SE
● Remondis, DE
● sfs, DE
● IAG, DE
Starting point
• Well-qualified drivers are a rare good
on the labour market in a fast changing
world of work.
• Legal regulations, application practice
and quality of ICT-based learning are
strongly differing.
• The current discussion on ICT-based
learning leaves out the „learning
dimension“.
• Key-players are strongly sceptical
towards technology-supported training.
Aim
• Pave the way for high-quality integration
of computer- and simulator-based
learning into professional driver training.
• Emphasise considerations on the
facilitation of learning within the
discussion on computer and simulator
application in professional driver training.
• Help to overcome scepticism and
reservations against technologysupported training through quality.
E-learning/
distance learning pilots
Pilot I a work-based learning
course with tutor facilitated elearning support on Load
Security
Pilot II a self-paced distance
learning course incl. assessment
elements on eco- and defensive
driving
Legal framework of CVET for professional drivers
 EC Directive 2003/59/EC on initial and
periodic training of professional
drivers in Europe
 Periodic training:
_35 hours of training in 5 years
_class-room-based training only
(with a few excemptions)
 Input oriented approach
 Work-based learning plays no role at
all and is NOT recognised as CVET
WBL obstacles and assets

Legal framework does not support and
partially even prevent the recognition of
WBL learning

Characteristics of professional drivers
and their regular work organisation
_make WBL a promissing learning/
training approach within CVET
_make special kinds of support
structures necessary in order to
implement WBL effectively
ICT-DRV WBL pilot: Questions

What support structures are necessary in order to
facilitate work-based learning of professional drivers on
the distance?

How can work-based learning of professional drivers be
documented in order to receive recognition within the
relevant national legal regulations on continuous
training?

What framework needs to be provided in order to
adapt the facilitation of work-based learning to the
individual needs and/or institutional requirements of
employees and employers on work-based learning?
ICT-DRV WBL pilot: Realisation
 Blended learning approach
 Accompanying basic learning
material delivered via video lectures
and additional learning material
 Praxis tasks to be implemented
within daily work praxis (WBL)
 Learner is accompanied by a tutor
 Learning is evaluated/ documented
with the tutor
Key challenges addressed
 Recognition of learners prior learning in
following the course
 Need for guidance and support alongside
work-based learning through tutorfacilitated e-learning
 Adaptation of the learning content to the
work-reality of the learner
 Transfer of learning (content) into the daily
work
 Proof of learning for recognition in the
framework of (formal) periodic training
Crucial point in the realisation of work-based
learning within professional driver qualification:
Application of the learning outcomes approach on EC Directive
2003/59 and shift from input to output/-come orientation
www.project-ictdrv.eu
www.facebook.com/profdrv_en
www.facebook.com/profdrv
An interdisciplinary conference
Technology-supported vocational
training for professional drivers in
Europe … a matter of quality
12/13 February 2015, Potsdam (DE)
This project has been funded with support from the European Commission. This portal reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
www.project-ictdrv.eu
www.facebook.com/profdrv_en
www.facebook.com/profdrv
www.project-ictdrv.eu
High-quality e-learning and simulator/simulation-based training for
professional drivers in Europe
This project has been funded with support from the European Commission. This portal reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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