GoogleTranslate Service


Revisiting the Learning Layers experience – A “ToDo List” for forthcoming conferences

April 30th, 2017 by Pekka Kamarainen

It just happened so that I had little chance to blog during the April month. Obviously this is due to the fact that I and my colleagues are still in a transition from our EU-funded Learning Layers (LL) project to successor activities. And as I have written in my previous posts, these follow-up activities need quite a lot of time for preparation – they are not merely continuation of the LL activities. I have experienced this in my initiative with the trainers (Lehrwerkmeister) of the training centre Bau-ABC on the theme ‘health and safety’ – it needs more groundwork than I expected. My ITB colleagues have experienced this in the ongoing projects and funding bids with partly new application partners and priority themes. However, we are not through with the key themes of the Learning Layers’ Construction pilot – although we have finished the final reporting quite some time ago. Now, we have a chance to revisit the project experience and draw conceptual and methodological conclusions of our work in the Construction pilot. And I have booked myself in to three conferences to have a closer look at our achievements and how review them from a conceptual point of view. Below I give brief insights into the conference papers that I am preparing at the moment.

The Stockholm International VET conference “Vocational Education and Training – Emerging Issues. Voices from Research” 8. – 9.5. 2017

The series of conferences starts with the traditional Spring conference of Stockholm University – organised on a ferry that cruises from Stockholm to Finland (the Åland island) and back. For this conference I am preparing a paper on the theme “Begleitforschung as mediator between action-oriented learning and digital change: On the role of accompanying research and training interventions in the Learning Layers Construction pilot“.

With this paper I am trying to give picture on our contribution as ‘accompanying researchers’ (Begleitforscher) in the Learning Layers’ Construction pilot – with a special emphasis of the pedagogic development of vocational training when introducing digital media. Here I make comparisons to some earlier cases of accompanying research in German pilot projects (Modellversuche) that focused on vocational schools and emphasised self-organised learning when introducing new curricular framneworks and digital media.

The Rostock International VET Conference Crossing Boundaries in Vocational Education and Training: Social Dimensions and Participation 16. – 18.8. 2017

The next milestone is the second international ‘Crossing Boundaries …’ conference (two years after the first one), now organised by the University of Rostock. For this conference I am preparing a paper on a similar theme: ‘Begleitforschung in the context of digital transformation in vocational education and training (VET): Linking work process knowledge to Industry 4.0.

With this paper I try to follow the thread that leads from the earlier ‘Humanisation of Work’ (HdA) and ‘Work and Technology’ (AuT) programmes (with pilot projects supported by accompanying research) to present date. Here the German and European research on ‘acquisitition of work process knowledge’ and on ‘social shaping of work, technology  and organisations’ played a major role. Concerning the newer research I will explore some cases of ‘shaping-oriented’ (gestaltungsorientiert) projects that focus on ‘Industry 4.0’ as parallel cases to Learning Layers.

ECER 2017 “Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and the role of educational research” 21. – 25.8. 2017, Copenhagen

The third milestone is the annual European Conference on Educational Research (ECER) in Copenhagen – directly after the above mentioned conference in Rostock. For this conference I am preparing a paper on yet another similar theme Begleitforschung revisited – Reflections on the role of accompanying research in the Learning Layers project, Construction pilot (2012 -2016)’.

This paper takes a closer look at the in-built methodological tension in accompanying research – what role is to be given on practical support for the developmental activities and what role for conceptual knowledge development beyond the particular case. Here the paper revisits the methodological self -reflection within German Begleitforschung in the 1990s and examines the process of Learning Layers’ Construction pilot with reference to frameworks and distinctions of that time – taking into account the conclusions of the two earlier papers.

– – –

I think this is enough content for a ‘ToDo-List’. Luckily enough, I am already making progress with all of them. However, there is that much reflection and rethinking involved that this work is not mere reporting in the same way as preparing ‘deliverables’ for the review panel. Therefore I am not intending to prepare a series of blogs to cover the papers in the same way as before. Each paper and conference is a case of its own and I need to take time in between. Moreover, with each conference we have different arrangements for publishing and therefore I need to find out what are the policies regarding ‘pre-publishing’ individual papers. But we shall see – time passes quickly and the first conference is already in the coming month. So, I will get back to these papers very soon.

More blogs to come …

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 Register now for this event: Hybrid social theory and education research: working with conceptual interdisciplinarity, Glasgow 9th July, 2019 bera.ac.uk/event/9-7-19 bera.ac.uk/event/9-7-19

    Yesterday from Cristina Costa's Twitter via TweetDeck

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories