GoogleTranslate Service

Learning Layers – Impressions on the Y1 Review Meeting (Part 3: Feedback and our responses)

December 16th, 2013 by Pekka Kamarainen

The posts of this series are about the Year One (Y1) Review Meeting of the Learning Layers (LL) project that took place last week. In the first two posts  I discussed the event as such and our inputs (as team presentations). In the final one I will discuss the feedback that was given and how we respond to it.

I am aware of the fact that the reviewers need still some time to finalise their comments. Therefore, it would not be appropriate to try to give a comprehensive summary (before the review panel has completed its own work). However, already at this stage it is possible to pick up some messages that are not controversial and pieces of advice that can be taken on board without further delay.

Below I present some comments of the reviewers that focus on the research, design and development activities.

1. Coherent approach to theories, designs and prototypes: The reviewers appreciated the knowledge of relevant theories on technology enhanced learning, workplace learning and learning in informal contexts. Yet, some of the reviewers drew attention to the fact that the designs and prototypes are based on specific assumptions on learning. The project was challenged to discuss these underlying assumptions and consider the compatibility between the conceptual orientations and the designs.

2. Commitment to action research in an explicit and reflected way:  The reviewers noted that the project has made in several deliverables commitments to action research. Yet, the relations to different traditions of action research have not been discussed thoroughly and the methodological implications are not clear. The project was challenged to organise a workshop to make the relations to different traditions and its own methodological commitments more explicit. (Here, attention was drawn to transdisciplinary action research as a strong emerging approach.)

3. Balance and coherence between different activities: The project had demonstrated a wide range of activities. This was appreciated but at the same time the reviewers pointed to the risk that the activities remain parcelled and disintegrated. In particular they emphasised that research data should not be collected for the sake of showing data. The project was challenged to demonstrate, how the collection and analysing of data supports the design and development activities.

4. Documentation of co-design and stakeholder engagement activities: The project had demonstrated a great number of events with sectoral stakeholders and their organisations. Yet, the role of such activities and the progress with the counterparts had not been clearly reflected in the deliverables. It seemed that the dynamics of the activities had been lost in the logic of reporting on the basis of work packages. The project was challenged to document the processes and the results more explicitly (not only in terms records and minutes of meetings).

At this moment I can raise some points for discussion, how the project can respond to these comments:

ad 1) Coherent approach to theories, designs and prototypes: This is clearly an issue for the whole consortium and needs a proper conversation in a near future.

ad 2) Commitment to action research in an explicit and reflected way: This comment meets our own self-assessment. In the joint meetings of the ITB and Pontydysgu teams we had already agreed to organise a joint workshop to promote dialogue between (classical) action research, accompanying research (DE), interactive research (NL) and design research (WP2).

ad 3) Balance and coherence between different activities: This comment also meets the situation assessment of several partners. Already during the review meeting we started a discussion, how to arrange the collection of research data in a more synergy-promoting and coordinated way. We also took note that the different dynamics of design activities in the two pilot regions should be taken into account in the scheduling of data collection.

ad 4) Documentation of co-design and stakeholder engagement activities: This comment draws attention to the risk of paying too little attention to the process documentation when prioritising research results or progress in design and development activities. This meets the situation assessment of the sectoral partners and the coordinators of sectoral activities. In many respects this issue is connected with the need to clarify the commitment to action research.

I think this is enough at the moment. We will discuss the feedback and our responses in greater detail when we have the report of the reviewers.

The discussion will be continued …

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

Please follow and like us:

Comments are closed.

  • Search

    Social Media

    News Bites

    Cyborg patented?

    Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.

    Please follow and like us:

    Racial bias in algorithms

    From the UK Open Data Institute’s Week in Data newsletter

    This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.

    Please follow and like us:

    Gap between rich and poor university students widest for 12 years

    Via The Canary.

    The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

    Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

    The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.

    Please follow and like us:

    Quality Training

    From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.

    Please follow and like us:

    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.

      Please follow and like us:
  • Twitter

  • Recent Posts

  • Archives

  • Meta

  • Categories