Along with Joanna Burchert, Gilbert Peffer and Raymond Elferink, I am presenting a paper at the EDEN conference on Expanding Learning Scenarios in Barcelona in June. the paper is based on work undertaken as part of the Learning Layers project. Below is the abstract. And if you would like to read the full paper you can download it from the link at the bottom of this page.

This paper focuses on the use of technology for (mainly informal) learning in Small and Medium Enterprises (SMEs) in the construction sector. It is based on work being undertaken by the EU funded Learning Layers project. The project is aiming to develop large scale take up of technology for informal learning in two sectors, health and construction.

The project includes both research and development strands, aiming to facilitate and support the development, testing and deployment of systems and tools for learning. The wider goals of the project are to develop sustainable models and tools for supporting learning in other countries and sectors. The paper describes the outcomes of empirical research undertaken in the construction sector as well as the co-design process contributing to the development of the Learning Toolbox, a mobile application for apprentices. The empirical research has been undertaken with a wide range of stakeholders in the construction industry, including surveys of apprentices whilst the co-design process has focused on trainers and apprentices.

Any use of mobile technology in and for work depends on the very specific situation and general conditions within a business sector. Hence research and development for mobile digital media includes both peoples’ needs and practices as workers and learners as well as specific business challenges, directions of development and needs concerning knowledge, skills and competencies. Testing and guiding the introduction of such solutions in enterprises and organisations could be understood as one kind of action research. Thus in researching and developing mobile learning applications and digital media for use in SMEs it is important to examine the possible impacts on employees and work processes as well as just the impact or potential for learning. The research in enterprises differentiated four lines of argumentation around the use of digital media: a) anxious-avoiding, b) critical, c) optimistic and d) pragmatically oriented,

Our interviews confirmed that technology is fast changing the world of construction, with increased work pressure and the demand to document work. It was noted that mobile devices are increasingly being used to produce a photographic record of construction work, as part of quality assurance processes. However, there was pronounced scepticism towards what was termed as “VET researcher fantasies” for instance in developing knowledge exchange networks. Companies were not prepared to share knowledge which was seen as giving them a competitive advantage over others.

The initial interviews were followed up with a survey of over 700 first, second and third year apprentices. The survey confirmed the desire for more use of mobile learning and a frustration with the limitations of existing commercial applications. Whilst only a limited number of companies permitted the use of mobile devices in the workplace, 53% of apprentices said they used them for learning or for obtaining work related information, explaining this was in their own time in breaks or after work.

The project is developing a ‘Learning Toolbox’, designed as a comprehensive architecture and framework for apprentice training and continuing training as well as for other services for the building and construction sector. Rather than training the main interest craft trade companies in web tools and mobile technologies is related to real-time, knowledge sharing, communication and problem-solving. Experience with earlier web tools has shown that they do not necessarily contribute to optimisation of work and business processes. However, flexible framework solutions like Learning Toolbox can be customised to their needs. Supplier companies (e.g. vendors of machinery, equipment and materials) want to customise user guidelines, maintenance manuals and instructional media for different users. They also need to develop real-time feedback mechanisms to improve error control mechanisms.

The implementation of Technology Enhanced Learning in SMEs will require capacity building in organisations, networks and sectors. This includes the capacity of trainers to support pedagogically the implementation of technology for learning, the development of technical infrastructure and the capacity of organisations and managements to support the use of technologies.

Finally is the importance of context in work based learning. Mobile learning applications need to be able to adapt to different contexts. These include, but are not limited to, the context of what kind of work is being undertaken, different forms of work organisation and different locations and forms of learning. The Learning Toolbox application is particularly designed to bridge formal and informal learning and to take account of the different contexts of learning in the vocational schools, learning in the industry training centre and learning on the construction site.

Download full paper (Word format) – mobileLearningEDENFIN

In February we held the first annual review meeting for the EmployID project, which is focused on identity transformation and continuing professional development in European Public Employment Services. As part of the review process we have to deliver a series of (substantial) reports detailing the work we have done in different work packages in the project. Pontydysgu are involved in a range of work across the project and additionally coordinate work on Networking, Structuring and Coordination Tools. Having authored the report on this area I am now checking back through it to make sure there is nothing confidential before we publish the reports. And at the same time I thought I would publish selected highlights on this blog.

One focus for our work is around MOOCs. The following section summarises our background research into MOOCs. A future post will outline how we are taking this forward.

As regular readers will know, one of teh major projects we are involved in is the Learning layers project, focused on technology support for informal learning in the construction and health sectors. As part of this we are involved in ongoing scoping, concerning both the introduction of new technologies and the changes in work practices and organisation that this entails.

Probably the biggest news in construction is the introduction of Building Information Modelling (BIM) defined by Wikipedia as “a process involving the generation and management of digital representations of physical and functional characteristics of places”. BIM has been seen as almost revolutionising the construction industry and offering considerable savings in the coordination and execution of construction projects, improved logistics, waste saving and the long term management of buildings. The adoption of BIM is mandatory in the European Union for public construction contracts, although different European member states have different adoption timetables. Two of the countries in the forefront of adoption are Norway and The UK. In this respect a survey and report from the UK’s National Building Specification released last week produced surprising findings.

According to Buiding.co.uk :

The survey, of over 900 respondents from across the construction industry carried out by RIBA Enterprises offshoot NBS, shows that the proportion of firms saying they use the modelling technology has dropped from 54% last year to 48%.

The report concludes that “there remain a significant number of practices who do not see the advantages of BIM, and so chose not to adopt, or who are currently unable to adopt BIM, because of time, cost, or expertise.”

The reported fall contrasts with the rapid rise in BIM usage when the survey was last conducted. The drop in this year’s survey is particularly surprising, given the 2016 deadline for all central government funded projects to use Level 2 of BIM.

Of course 900 is a relatively small respondent base, given the number of construction firms. But it seems likely those responding are more likely to have an interest in BIM and are more likely to represent larger companies. Therefore the results beg some thinking about. it appears one of the biggest challenges is skills shortages. But such skills shortages come at a time when construction is struggling to come out of recession. Probably a bigger issue is the introduction of complex software and process management systems without adequate training for staff and without time for consideration of the necessary reorganisation of work process to cope with such change. There is also an issue as to the cost of adapting such systems, particularly in an industry dominated by Small and Medium (more small than medium) enterprises. Finally I am unconvinced that the top down imposition of such systems is the right way to go in instigating and sustaining innovation and change. Research of previous disruptive changes due to technology introduction (for instance in the motor car manufacturing industry) suggest that such ‘innovation; can lead to a short term fall in productivity. Whilst in a boom this might be absorbed, it is difficult to see how this can happen in the aftermath of the crisis.

The survey may lead to some rethinking about how BIM is introduced. But bringing in such disruptive change without properly analysing and taking measures around education and training and changing work organisations carries a very high risk of failure. the industry in countries like Germany who have hung back in the time scale for adoption, but with better traditions of continuing professional development, will be taking note.

I have been looking hard at Learning Analytics in the last month. In particular, as part of the European EmployID project application, as a bit of a not really thought through objective, we said we would experiment with the use of Learning Analytics in European Public Employment Services. this raises a series of issues which I will come back to in future ports. It seems to me that whilst there is much talk around the potential of  Learning Analytics in the workplace, there is very limited research and actual applications.

One of the reasons for this is that so much learning in the workplace in informal. As Boud and Hager (2012) say: