GoogleTranslate Service


Looking back at three years of Learning Layers – Part One: Challenges and responses

October 25th, 2015 by Pekka Kamarainen

At the moment the EU-funded Learning Layers (LL) project is preparing documents for the review of the Year 3 – an interim review to pave the way for the final year. In this context we have a chance to consider the development of the project and our activities in a new light. Now we have more perspective to reflect, how we have encountered the challenges and to what extent our responses have brought us further. In this first post I will focus on the challenges of of the early phase and on the role of participative design processes and capacity building initiatives.

1. Challenges met in the beginning of construction pilot (Year 1)

In the beginning phase of the Learning Layers project the application partner organisations (Bau-ABC Rostrup, Agency and Network for ecological construction work -Agentur/NNB and the construction companies) had difficulties to see, how to use digital media, web tools and mobile technologies as support for working and learning. Partly this was due to a scattered picture of single tools and apps, many of which had been designed for laymen users and only few for construction specialists. Partly this was due to general doubts that mobile devices at training and working sites provide distraction, safety risks and data privacy risks. Partly this was due to prior negative experiences with earlier generation of ‘new technologies’ (mobile offices based on laptops, faxes etc.) that did not bring the expected efficiency but added to the workload.

As a response, the research partners and the application partners started looking for solutions that would provide more transparency to training, learning and instructive activities as well as facilitate accessing, sharing and reusing digital contents. In a similar way the apprentices in Bau-ABC that participated in a User Survey  indicated that they were already using mobile devices to support learning (but had very limited awareness of relevant web tools and apps).

2. The importance of participative design activities and capacity building initiatives (Year 2 and Year 3)

After an initial search phase in the co-design activities the emphasis was shifted to the co-design and co-development of Learning Toolbox as a framework for using digital media, web tools and apps via mobile device. Here it is worthwhile to note the shift of emphasis from particular design idea (digitisation of learning materials and/or reporting documents) to a flexible framework with which users can shape their own digital working and learning environment. In this way the design idea transformed into a an integrative toolset that needs to be linked to complementary apps, tools and web resources. In order to achieve this, the project had to start capacity building measures that contributed to users’ awareness and skills.

As a response, the research partners ITB and Pontydysgu organised during Y2 a series of Multimedia Training workshops that helped Bau-ABC trainers to start working independently with their own blogs, edit video materials and use other digital tools. Based on this experience, Bau-ABC trainers produced a series of videos, in which they (together with apprentices) demonstrated potential uses of Learning Toolbox at training sites and in actual construction work situations.

In the next phase the Bau-ABC trainers continued the training as peer learning sessions and developed a new flexible training model – the “Theme rooms” – to spread the training across the whole organisation. At the same time the co-design sessions with Bau-ABC trainers have turned into co-development exercises in which they have created their own stacks to provide access to training materials and other resources (user instruction manuals, maintenance manuals etc.) that are relevant in their trades.

I think this is enough of this issue – the implementation of the Them Rooms in Bau-ABC and the reporting on parallel developments in the construction sector pilot is a matter for the reports. I wanted to highlight here the fact that our application partner (Bau-ABC) and the trainers are taking initiatives to give Internet a major role as the fourth learning venue (alongside workplace, school and intermediate training centre) and they are becoming owners of the innovations.

More blogs to come …

Please follow and like us:

Comments are closed.

  • Search Pontydysgu.org

    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

      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.

      Please follow and like us:
  • Twitter

    Would love to go to this but it will be one in the morning in European time. Will the recording be available? twitter.com/StanfordEthics…

    About 11 hours ago from Graham Attwell's Twitter via Twitter for Mac

  • so I am going to use MSTeams as a network in one of my modules. so far I have decided to use the notebook and Yammer. Anything else people find useful when trying to encourage sharing of information and discussion amongst people?

    About 10 hours ago from Cristina Costa's Twitter via TweetDeck

  • Recent Posts

  • Archives

  • Meta

  • Categories