GoogleTranslate Service


Learning Layers – What kind of transition phase are we going through in our fieldwork (Part 3: Design process and training activities)

August 25th, 2013 by Pekka Kamarainen

In the first  post of this series of blogs I indicated that we (the ITB team together with our Pontydysgu colleagues and the application partner Bau ABC)  are going through a transitional phase in our fieldwork for the Learning Layers  (LL) project. In the second post I looked back at the shifts of emphasis that had characterised our field visits and workshops in Bau ABC since the first ones in winter to the latest ones before and after the summer holiday break. In both postings I made the point that we had moved from preparatory measures to work in the context of a participative design process. In this posting it is time to consider the implications of such process for the design activities themselves and for the necessary training activities to be planned and carried out.

In principle, there has been an implicit agreement among the LL partner that our project is not a “technology push” project. Neither have we seen our application partners as clients in the supermarket – making choices between ready-made solutions that are on the shelf. Instead, the emphasis has been put on participative co-design processes. Yet, it has been quite a challenge to get such processes take off in the domains and in the locations where we want to carry out pilot activities.

In the case of the Rapid Turbine initiative Graham Attwell has given some insights into the first steps of the design work, into the plans to produce videos (the helmet camera) and into conceptual challenges (“closing the gap”). Much of this design work is still on the way and the demonstrators are yet to come. However, we already know that much of the messages of trainers and apprentices have been taken on board. The important thing is that the Pontydysgu colleagues try to provide real support for completing working and learning tasks without dropping the idea of self-organised learning. Thus, the web tools and the software solutions are there to enhance the learners’ awareness of their own learning. At the end of the exercise, the apprentices should have a picture what they can do, what the cannot do yet and what challenges they can meet in the next phase. This is being discussed between developers, trainers and us, the accompanying researchers.

This has also implications for getting the forthcoming Rapid Turbine designs work together with existing applications and software solutions (such as the Reflect application for the LL project and the software for the assessment procedures in Bau ABC). In this way the support for project-based learning of apprentices would be linked to a tool that enables audio recording of learners’ reports and trainers’ feedback – and to the assessment processes. This, as we understand, will take some time and requires further efforts in the design process.

Parallel to this we have made progress in our discussions, how to give shape for training activities that would support the Rapid Turbine initiative and enhance the general media literacy of trainers and apprentices. Whilst the design work and the discussion on appropriate workshops were firstly taking off as two different things, they seem to be getting closer to each other. It is obvious that the design of the Rapid Turbine gives rise to specific training activities. These can be seen as one part of a wider range of training options to be considered together with the application partners. Here, we are pleased to be able to share experiences with the EU-funded TACCLE projects that have a long experiences with such workshops for teachers to help them produce user-generated web content.

Here I need to stress that both the design work for Rapid Turbine and the development of the training concepts are at an early stage. Yet, we are carrying out this work via joint working meetings in which different parties are actively engaged. This, to me, is already aq good sign and I am looking for the next steps that are taken very soon.

To be continued …

PS. I have written this blog posting just before a series of working meetings with several LL partners and stakeholders that will bring these issues (and wider issues) further. As I will not be present in all these activities and since I will be travelling some time afterwards, it may take some time before we get updates. PK

Acknowledgements. This work is supported by the European Commission under the FP7 project LAYERS (no. 318209), http://www.learning-layers.eu.

 

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


    Jobs in cyber security

    In a new fact sheet the Tech Partnership reveals that UK cyber workforce has grown by 160% in the five years to 2016. 58,000 people now work in cyber security, up from 22,000 in 2011, and they command an average salary of over £57,000 a year – 15% higher than tech specialists as a whole, and up 7% on last year. Just under half of the cyber workforce is employed in the digital industries, while banking accounts for one in five, and the public sector for 12%.


    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


    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


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      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

  • @cdmilligan @sheilmcn if you guys are around next week we should meet - I'm finally teaching free !!!

    About 6 hours ago from Cristina Costa's Twitter via TweetDeck

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories