GoogleTranslate Service

Learning Layers – How do we take our “lessons learned” with us to design activities? (Part 3)

March 2nd, 2013 by Pekka Kamarainen

In my previous two posts I discussed the current transition of  the Learning Layers (LL) project  from fieldwork to  design activities. I raised the question, how the emerging design ideas would best meet the needs and interests of our application partners in the construction sector. In  this respect I drew attion to two strategic frameworks for pooling design ideas and linking them to their own developmental initiatives. In this post I want to draw attention to more  specific design design ideas and to challenges we need to take into account:

a) Digital learning logs or e-portfolios for apprentice training (and workplace learning)

One of the observations during the fieldwork was that the documentation of learning progress in the apprentice training for German construction industries and trades is carried out manually (the white folders). Likewise, there is a lack of good models for presenting evidence on prior experience-based learning in the context of regulated continuing training (e.g. the Meisterschulungen). In a similar way, companies have difficulties in ducumenting their organisational learning. All this speaks for development of e-portfolios and learning logs. Given the multitude of existing models, ther is a need for overviews that make transparent different basic models, criteria for using them (e.g. for assessment, recognition and professional development) and institutional and organisational boundary conditions for implementing them.

b) Software solutions for harvesting informal learning

Current software development brings forward solutions tham make large-scale collection of evidence on (informal) learning possible, e.g. the so-called Tin Can API or Experience API. These would provide a basis for learning analytics and datamining on work-based learning across different databases. Although this discussion is at present at an early stage, it is necessary to pay attention to this prospect (either as a spin-off development or as a neighbouring field of work). At any rate it is essential to consider, how complex action-oriented learning (based on occupational standards) can be made transparent with such software solutions. Likewise, it is essential to analyse, how current methodologies for analysing and measuring holistic competences could be linked to such software development prospects.

 c) Linking physical artefacts with learning applications

One of the observations was that there is a rapid progress in using QR tags to share information on physical artefacts in construction work. Yet, there are several communication gaps and logistic problems that demonstrate that such potentials have not been exhausted. Therefore, there is a need to develop complementary models (such as image recognition apps) that could more direcly be linked to (digital) learning resources that inform of appropriate tools and materials in the respective jobs. Here, it is necessary to draw conclusions of the unsuccessful piloting with earlier equipments and applications (e.g. the digi-pens for construction sector). Moreover, there is a need to get an overview of emerging technologies (QR-tags and complementary apps).

 d) Support for user-generated learning materials and multimedia resources

This prospect came up during several field visits. Many problem situations could be overcome and many communication gaps could be bridges with short videos or other multimedia contents. Many training centres, professional networks and supporting bodies could be in the position to produce, collect and enriuch such contents. However, it is one thing to enable a wider range of users to produce such user-generated contect and another thing to integrate such contents into well-organised, well-checked and updated knowledge resources.

I stop here although the list is not exhaustive. My point is to give a picture of some design ideas that emerge from the working and learning contexts that we have studied and can be discussed alongside the overarching  ideas of “learning exhibition” or “open learning centre”.

The discussion needs to be brought forward in the forthcoming Design Conference and in the next phase of work of the LL project.

Acknowledgements. This work is supported by the European Commission under the FP7 project LAYERS (no. 318209),

Comments are closed.

  • Search

    News Bites

    Peer Review

    According to the Guardian, research conducted with more than 6,300 authors of journal articles, peer reviewers and journal editors revealed that over two-thirds of researchers who have never peer reviewed a paper would like to. Of that group (drawn from the full range of subject areas) more than 60% said they would like the option to attend a workshop or formal training on peer reviewing. At the same time, over two-thirds of journal editors told the researchers that it is difficult to find reviewers

    Teachers and overtime

    According to the TES teachers in the UK “are more likely to work unpaid overtime than staff in any other industry, with some working almost 13 extra hours per week, according to research.

    A study of official figures from the Trades Union Congress (TUC) found that 61.4 per cent of primary school teachers worked unpaid overtime in 2014, equating to 12.9 additional hours a week.

    Among secondary teachers, 57.5 per cent worked unpaid overtime, with an average of 12.5 extra hours.

    Across all education staff, including teachers, teaching assistants, playground staff, cleaners and caretakers, 37.6 per cent worked unpaid overtime – a figure higher than that for any other sector.”

    The future of English Further Education

    The UK Parliament Public Accounts Committee has warned  the declining financial health of many FE colleges has “potentially serious consequences for learners and local economies”.

    It finds funding and oversight bodies have been slow to address emerging financial and educational risks, with current oversight arrangements leading to confusion over who should intervene and when.

    The Report says the Department for Business, Innovation & Skills and the Skills Funding Agency “are not doing enough to help colleges address risks at an early stage”.

    Skills in Europe

    Cedefop is launching a new SKILLS PANORAMA website, online on 1 December at 11.00 (CET).

    Skills Panorama, they say,  turns labour market data and information into useful, accurate and timely intelligence that helps policy-makers decide on skills and jobs in Europe.

    The new website will provide with a more comprehensive and user-friendly central access point for information and intelligence on skill needs in occupations and sectors across Europe. You can register for the launch at Register now at

    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories