Page 74 - ODV Training outline_EN

Module 4: Practical Task Development (1.5 hours)

Learning Objectives

• Formulate practical tasks aligned with transversal and digital skills.
• Collaboratively design and refine practical tasks.
• Provide constructive peer review and feedback.

Guidance on designing a practical task aligned with the skills covered.

The purpose of incorporating practical tasks is to enable learners to apply
theoretical knowledge in a hands-on context. Practical tasks should reinforce
theoretical concepts but also enhance problem-solving, critical thinking, and
creativity. The following sections provide guidance on designing practical tasks for
each STEM area.

Collaboration:
Encourage collaboration among learners during all the activities described below.
Working in teams cultivates teamwork and communication skills, vital attributes
in real-world design and engineering scenarios. Collaborative problem-solving
adds an extra layer of complexity to the task.

Online repositories
For all the following activities, it is essential to bear in mind that there are
numerous online repositories full of well-developed and tested projects and

challenges by teachers, trainers, and learners. By sacrificing a bit of originality, one
can more easily find some valuable resources for our goal, which is to propose
well-studied and optimised activities.

Task Design Considerations:

Clearly define the learning objective. Having a well-defined objective guides
learners towards achieving specific outcomes.
In general, two main types of objectives can be distinguished for all these
activities, namely, distinguishing between the goal of learning about the
technology and techniques used through the proposed challenges or, at a later
level, using the acquired skills in using the tools to summarise and leverage them
to the fullest in order to tackle a more complex challenge.

For Robotics, for instance, the task could focus on understanding basic robot
movements or solving a specific challenge with movements and sensors.
For 3D modelling and 3D printing, the learning objective could be understanding
basic 3D modelling techniques or addressing a specific design challenge.

Funded by the European Union. Views and opinions expressed are however those of the
author(s) only and do not necessarily reflect those of the European Union or the European
Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can
be held responsible for them. Proposal number: 101087107.