The combination of different learning locations such as schools and workplaces is a core concern in nowadays discussion regarding the requirements of digitalized and globalized economies. The alternation of school-based and work-based tracks is also a key characteristic of many well-developed dual vocational education and training (VET) systems, for example, Austria, Denmark, Germany, and Switzerland. However, even in these systems, it is not always easy for the actors to conceive and fully understand the relationships among the different learning locations, and there still persists a gap between learning at school and learning at the workplace. The aim of this chapter is to show how technologies in general and visual technologies in particular can help to bridge this gap. More specifically, we adopt a connectivity and boundary-crossing perspective of teaching and learning in VET. Against this background, we outline a VET-specific pedagogical model, the so-called Erfahrraum (space for reflection on experiences), which views technologies as boundary objects that could support teaching, learning, and communication across the sites. In addition, we exemplify how this model was put into practice in initial VET of chefs, butchers, and scrub nurses. The chapter ends with a discussion in which we will summarize our considerations, outline key learnings, and provide an outlook for future research and development. © Springer International Publishing AG 2018.
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