GoogleTranslate Service

Learning Layers at ECER’14 – Part 4: Reflections on the feedback

September 9th, 2014 by Pekka Kamarainen

In my three previous posts I have reported on the three sessions via which the Learning Layers (LL) project contributed to the European Conference on Educational Research (ECER’14) in Porto, Portugal. With this one I try to pick up some key points from the feedback we got from our colleagues.

Firstly, the presentation on the Legacy of the Work Process Knowledge network was well received – given that the network itself had been strongly present in ECER conferences between 1998 and 2006. But, what was more striking to me was the fact that the most recent changes in technologies – e.g. “Internet of things” – trigger a new interest on human interaction in organisational contexts. Thus, our researchers in vocational education and training (VET) want to find out, whether ‘organisational learning’ is merely a result of management strategies and consultants’ interventions. Or – like the WPK network argued – often unintended consequence of designed actviities, supported by shared knowledge processes.

Secondly, our symposium “Construction 2.0” appeared to be a heavy load of information. Yet – no one complained that we had all these inputs (accompanying research methodologies, the encounters between work process knowledge and mobile learning and framework for scaling up innovations). We tried to focus on the work in construction sector. As a consequence, we failed to give a sufficient picture of the other parts of the project. We tried to emphasise the relevance of our activities for work organisations. As a consequence, we got questions, why we don’t focus more directly on (vocational) learning. Yet, by the end of the symposium we had probably covered most of the questions on understanding. And furthermore – we had brought the reality of complex R&D projects into discussion.

Thirdly, with the research workshop on “Interactive research” we had clearly found a good format to bring into comparison and dialogue different innovation projects. By using a common background framework and a common format for posters we had a focused discussion on four parallel cases in similar innovation programmes. Here we can speculate whether it would have been better to have the symposium first and the workshop afterwards. Or – was the successful and dialogue-oriented workshop a good starter for digesting the heavier symposium.

Altogether, we saw that we could share knowledge on the complex and dynamic LL project already at this stage. And, moreover, we got interested counterparts who want to deepen this practice into joint knowledge development. We are looking forward to the next steps.

More blogs to come …

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

    Not just publishing - many education conferences are now charging as much as £400…

    About an hour ago from Graham Attwell's Twitter via Twitter for Mac

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories