GoogleTranslate Service


Learning Layers – What kind of transition phase are we going through in our fieldwork (Part 4: Implications for accompanying research)

August 25th, 2013 by Pekka Kamarainen

In the previous postings to this series of blogs I have characterised the transition phase that we (ITB, Pontydysgu and Bau ABC) are going through with our fieldwork for the Learning Layers (LL) project.  I have firstly given a general overview (part 1), then looked at the particpative workshops (part 2) and then at the ongoing design work and planning of training concepts (part 3). In this final article I put into discussion some thoughts on the role of accompanying research (Begleitforschung) in such a transition phase.

As I see it, the tasks taken up in the Rapid Turbine initiative give rise to a complex research agenda, in which pedagogic challenges and socio-technical design processes become interlinked with each other. In this context research work and development work are interacting with each other as mutually complementing contributions to a participative development co-process with the users – firstly with trainers and  apprentices. Later on the process will also involve  also skilled workers and  company representatives from construction sector as well as vocational school teachers.

Instead of seeing the R&D processes as linear and expert-driven processes in which the users are seen as informants (in the beginning) and as testers of prototypes and pre-final solutions (at the end), the Rapid Turbine is being shaped on a participative and iterative process. In such a process the design workshops and learning events serve that purpose of raising the users’ awareness on possible solutions and their own capacity to contribute. At the same time the researchers have the opportunity to analyse, how the growing awareness of emerging solutions makes it possible for the users to change their own working and learning culture. Parallel to this the designers get new insights into key issues concerning the acceptability and possible benefits of the proposed solutions.

Below some key questions are formulated for such R&D dialogue, in which researchers, developers and users are challenged to find the turning points that help to overcome obstacles and to make the proposed solutions work in practice:

  1. How can potential users’ attitudes to mobile technologies, web tools and apps/services be changed in the course of pilot activities. Is it possible to overcome general rejection or mere leisure-time oriented consumerism and stimulate creative use to support working and learning?
  2. How can the use of such technologies, tools and apps/services help to bring the real working life closer to the learning situations in training centre? How can impulses and innovations be shared in such a way that they enrich working and learning culture?
  3. How can wider access to information and learning resources be linked to better understanding on the uses and quality of information? How can use of internet and new media help the users to assess their own learning and professional growth (what they can do and what they can’)?
  4. How can improved access to information and communication resources and media from different locations be utilised to make communication and knowledge sharing across the organisation more effective (as support for working and learning)?
  5. How can improved possibilities to record and analyse learning experiences at work to support professional development of individuals and knowledge sharing in organisations?

As has been indicated above, such questions cannot be answered a priori on the basis of purely observational research. Instead, the answers have to be found in the context of the participative process – with reference to trials and errors in different phases. Therefore, the research work has to be carried out as accompanying research that takes into account the open options, intervening factors and the actors’ choices in the pilot activities.

So, the researchers have to work  in the participative process and have an insight into changing circumstances, different interests, optional choices and new technical possibilities that come into picture during the work. This is what accompanying research has to conceptualise and analyse in such processes while working together with the developers and users.

And the story goes on …

PS. This posting (as the other three of the same series) has focused mainly on the cooperation of ITB, Pontydygu and Bau ABC with focus on the Rapid Turbine initiative. At the same time other members of ITB team have been working with other technical partners and the application partner NNB/Agentur with focus on the design idea Captus for the ecological construction work. As I have not been involved in the recent events, I have not been able to cover these developments.

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

    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Teenagers online in the USA

    According to Pew Internet 95% of teenagers in the USA now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

    Roughly half (51%) of 13 to 17 year olds say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

    The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.


    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

  • RT @socialtheoryapp The Entire Archives of Radical Philosophy Go Online: Read Essays by Michel Foucault, Alain Badiou, Judith Butler & More (1972-2018) openculture.com/2018/03/the-e…

    About 6 hours ago from Cristina Costa's Twitter via Twitter Web Client

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories