Introduction

    Join me with “Working & Learning”

    November 9th, 2007 by Dirk Stieglitz

    I am Pekka Kämäräinen from Finland. From 2005 on I work as a senior researcher at Institut Technik & Bildung (ITB), University of Bremen.  With my blog I want discuss European innovations in vocational education and training (VET) and in workplace learning.

    Working & Learning

    Field visit in the region with a group from Namibia – Part Two: Getting ideas for future-oriented training

    April 12th, 2019 by Pekka Kamarainen

    In my previous post I reported of a field visit to regional training provider organisations with a prominent delegation from Namibia. I joined the group partly because I needed to arrange meetings with vocational teachers and trainers from both organisations. With the help of these meetings I wanted to revisit the materials from the training activities of the EU-funded Learning Layers project (2012-2016). My aim is to develop with a future-oriented training concept for promoting digital competences of teachers and trainers in vocational education and training (VET).  With the trainers in the training centre Bau-ABC I can refer to our shared experience in implementing training schemes during the Learning Layers project and to the introduction of the digital toolset Learning Toolbox (LTB). With teachers of BBS Wildeshausen I was interested of other pedagogic solutions and of the use of Open Educational Resources (OER). These all should be taken on board when preparing the support materials for developing continuing professional development (CPD) to promote digital competences of teachers and trainers in the field of VET.

    When listening to the contributions of the teachers and trainers during the field visit I got more and more convinced that such materials should not be shaped as overarching ‘encyclopedia’ of digital tools, web resources and mobile apps. Also, I understood that the materials should not be written in the style of cookbooks with ready-made recipes. Instead, they should be well-selected and contextualised exemplary stories that inspire the readers to find their own solutions.  And these solutions should give a picture, how to use appropriate toolsets and web resources for the respective vocational learning environment. Also, these materials should open the perspective to using digital tools and web resources from the initial steps to first strategic choices and to wider use of tools, resources and complex teaching-learning arrangements.

    From this perspective I started to outline an updated and extended training model based on the “Theme Room” metaphor that we used in the Learning Layers project. The ‘theme room’ can refer to a physical space or to a virtual space that has been made available for a selected theme and for a flexible time frame. Once the participants have completed the learning tasks and checked themselves out, the theme rooms can be furnished with other themes. That was the original idea.

    Below, inspired by the impulses from the field visits I would like to outline a rough draft for an updated “Theme Room (TR)” structure:

    TR1 – Entrance lobby: Getting used to work with some basic digital tools and apps – with the aim to make use of them in one’s own teaching or training activities.

    TR2 – Integrative toolsets: Working with integrative toolsets that guide the shaping of entire learning arrangements – such as the Learning Toolbox or the Kompetenzwerkstatt toolsets.

    TR3 – Enriching web apps and platforms: Working with apps, tools and platforms that help to make learning tasks more inspiring and challenging – such as the toolsets provided by Go Conqr and H5P platforms.

    TR4 – Shaping complex teaching-learning arrangements: Working in learners projects that involve construction of new tools/devices or manufacturing of new products that can be used in learning contexts.

    TRn – Future workshops on palternatives for digital transformation in one’s domain: Whilst enhancing one’s own digital competences in the context of vocational learning tasks or project, it is necessary to keep an eye on the big picture of transformations in entire production and services processes & networks.

    I guess this is enough for a rough structure. As I said, this should not be seen as a basis for a ‘cookbook’ or for a ‘product catalogue’ but as an introduction to explorative learning in order to find one’s own solutions and in order keep oneself on track with new developments. This is the challenge – there is work to be done in the meetings with teachers and trainers.

    More blogs to come …

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    Field visit in the region with a group from Namibia – Part One: Fresh impressions from the field

    April 12th, 2019 by Pekka Kamarainen

    This week our institute – Institut Technik & Bildung (ITB) of the University of Bremen – has hosted a study visit of a prominent delegation from Namibia. This study visit is part of a cooperation process that has been started with smaller steps and now there is an ongoing discussion, how to deepen the cooperation. As I have not been involved in these discussions I leave it to my colleagues and to the Namibian authorities to find the bast ways forward.

    As a part of their program the delegation visited on Tuesday two interesting organisations in the nearby region. With the training centre Bau-ABC I had had active cooperation for many years in the EU-funded Learning Layers project. But in the follow-up phase I had only had a chance to make some occasional visits. As a contrast, I had not visited the vocational school BBS Wildeshausen before. Instead, I had had several conversations with one of the teachers who is also working in several projects of our institute. By joining the study visit group on Tuesday I had a chance to catch up with newer developments in Bau-ABC and to get live impressions from BBS Wildeshausen (of which I knew only via our talks in Bremen). Below, I will give a brief account of the visits in both places. In my next post I will outline some conclusions for my work in the ongoing EU-funded project TACCLE4-CPD.

    Visiting the training centre Bau-ABC Rostrup

    At the training centre Bau-ABC Rostrup the delegation was interested in finding out, how such an intermediate (industry-supported) training centre has been embedded into the dual system of vocational education and training (VET). Here, the representatives of host organisation were able to give a picture of the mutual agreement of the Social Partners (employers’ confederations and trade unions) that such an intermediate learning venue was necessary in the construction sector. Likewise, they could explain funding arrangements and the organisational setting via which the industry and the craft trade companies were supporting the training centre. In addition, the visitors got a picture of the role of the training centre at different phases of apprentice training. Finally, the visitors got insights into the continuing vocational training (CVT) that provide a vocational progression route to managerial qualifications in the construction sector.

    During our round tour at the workshops and outdoor training areas we could see, how the pedagogic ideas were put into practice.  We got impressions of apprentice training via holistic occupational work processes, of learners’ rotation from major learning areas to supporting areas and of the patterns of self-organised learning. In particular we had a chance to see, how a digital toolset (the Learning Toolbox) was used in delivering instructions and collecting apprentices’ project reports. Here we could see that  results of the EU-funded Learning Layers project were actually used to support training.

    Visiting the vocational school BBS Wildeshausen

    The second part of the visit was somewhat different, because only some teachers of the BBS Wildeshausen were present (the school holiday period had already started). Yet, we had a good possibility visit the integrated vocational learning facilities of different occupations. In Wildeshausen the school architecture had abolished the separation of classrooms, workshops and laboratories and instead provided integrated spaces. This was already a great support for integrating theoretical and practical learning. Yet, the major innovations that were presented to us were in the pedagogic sphere.

    When describing the learners’ projects the teachers drew attention to the role of real occupational tasks and to controlling the quality by the learners themselves. Moreover, some projects engaged the learners in constructing devices that were needed in their training or in manufacturing products that could be used in the training. In the agricultural and automotive workshops we saw vehicles that had been constructed by nearby industries to make the functioning of the machinery more transparent (and to give easier access for diagnostic measures and repair work.

    I guess this is enough of the observations during the field visit. The visitors from Namibia were very impressed and inspired. Since they were in a process to start new cooperation activities, the visit gave a lot of food for thought. As for me, I had joined them to make appointments with Bau-ABC trainers and teachers in BBS-Wildeshausen to discuss the next phase of my work in the TACCLE4-CPD project. And in this respect this was a very productive and helpful field visit. I will discuss my ideas and interim conclusions in my next post.

    More blogs to come …

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    Catching up with the TACCLE4-CPD project – Part Three: Drawing conclusions for future-oriented training

    March 31st, 2019 by Pekka Kamarainen

    With my previous posts I have started a series of blogs that present my contributions to our ongoing TACCLE4-CPD project. In this project we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my first post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). In the second post I presented my starting points for revisiting our predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

    In this post I want to present a summary of my results – conclusions for future-oriented training (with emphasis on the field of VET):

    “Looking back at the project histories (of the predecessor projects) it becomes clear that the project teams have been able to ‘hatch out’ of the original scripts and face challenges that were not anticipated in the proposed work plans. Therefore, it is appropriate to consider the past training concepts as impulses for a future-oriented training approach – instead of taking them as ready-made models to be replicated. In particular this is important when discussing the value of the legacy of prior TACCLE projects and the Learning Layers project for future work in the field of VET.

    From this perspective it is worthwhile to pay attention to the following differences between the training concepts in the early TACCLE projects and the Learning Layers project (and its Construction pilot):

    • For the TACCLE projects the key instruments for promoting the teachers’ digital competences have been the TACCLE handbooks. The TACCLE courses have been closely linked to the preparation of the handbooks and to use of their contents.
    • For the Learning Layers project (and its Construction pilot) the key instrument for promoting trainers’ and apprentices’ digital competences has been the digital toolset Learning Toolbox. The training campaigns that were implemented in earlier phases of work have served as preparatory phases. However, when looking at future-oriented training for trainers, the role of such toolsets as support for vocational and work process -oriented learning needs to be taken into account.

    In addition to the above-mentioned points it is necessary to consider the twofold meaning of ‘digital competences’ in the context of VET. As has been emphasised in recent studies (see Sloane et al. 2019 and Gessler & Ahrens 2019), this concept refers to mastery of ‘digitisation’ at the operative level and to mastery of ‘digital transformation’ at the level of work processes at organisational level (and across production, supply and service networks).

    From this perspective it is appropriate to revisit the ‘theme room’ approach from the perspective of bringing together different training impulses and addressing different training needs with the help of different instruments to promote training and learning.

    Here, it is possible to build upon the success factors of the TACCLE and Learning Layers projects. Yet, it is necessary to take into consideration critical issues and challenges that emerge in the current work with digital tools in education and training. In this respect it is possible to outline the ‘cornerstones’ of a future-oriented training model on the basis of the training concepts of TACCLE and Learning Layers projects (in particular with reference to the ‘Theme Room’ and the peer tutoring in the introduction of the Learning Toolbox). However, this legacy needs to be enriched with new experiences in the field.”

    So, I have taken the course to update the “Theme Room” model and to enrich it with newer experiences from the field of VET – in particular regarding the the use of digital toolsets like the Learning Toolbox and taking into account different meanings of ‘digital competences’. There is work to be done.

    More blogs to come …

    PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

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    Catching up with the TACCLE4-CPD project – Part Two: Revisiting the legacy of the prior TACCLE and Learning Layers projects

    March 31st, 2019 by Pekka Kamarainen

    With my previous post I started a series of blogs that report on my recent contributions to our ongoing TACCLE4-CPD project. As I mentioned, we are looking at concepts and models for  continuing professional development (CPD) of teachers and trainers with emphasis on promoting their digital competences. In my previous post I reported on the document that I had  produced for our policy analyses (with emphasis on the field of vocational education and training (VET)). With this post I want to draw attention to the predecessor projects – the three earlier TACCLE projects with focus on classroom teachers and the Learning Layers project with focus on vocational and workplace-based learning.

    Below I present my starting points for revisiting the legacy of the predecessor projects:

    “This document has the task to revisit training concepts that were (at least intuitively) developed and put into practice in the series of TACCLE projects (starting from 2007 on and continued to recent years) and in the Learning Layers project (starting from 2013 on and continued till the end of 2015). The document has been prepared for the current TACCLE4-CPD project that develops models for continuing professional development (CPD) based on the experiences of prior TACCLE projects and affiliated projects. From this perspective the revisiting exercise serves the following purposes:

    1. The main point of interest for revisiting the prior TACCLE projects is to clarify, how the projects responded to the development of digital tools and web resources and how this was taken into account in the project activities. In particular it is essential to see, how the training activities provided impulses for shaping the successor activities of the on-going projects.
    2. The main point of interest in revisiting the Learning Layers (LL) project history is to give a picture of the multiple activities and different project phases. Here, it is essential to see, how the work in the Construction pilot grew together with focus on the development of the Learning Toolbox (LTB).
    3. When comparing the project histories of the TACCLE projects and the LL project, the main point of interest is to find out, how the training activities (alongside the project work) were related to the end products with which the projects were working. Here it is worthwhile to note the differences between TACCLE courses and the training campaigns during the LL project.
    4. In the light of the above-mentioned differences it is essential to have a closer look at the impulses for the development of a transfer-oriented training model that we can trace from different phases of the LL project. Here, it is equally important to have a look at the training/learning activities as well as the co-design and pilot testing of new digital tools.
    5. Finally, it is necessary to consider, how the TACCLE and Learning Layers projects have grown out of their initial scripts and responded to newer challenges that they have met during the project work. In particular it is essential to reflect, how the Learning Layers’ experiences on training the trainers and co-design of new digital toolsets have enriched idea of promoting digital competences.

    Based on these explorations the document draws conclusions on the importance of project histories as a basis for CPD concepts that seek to promote digital competences of teachers and trainers – in particular in the field of VET.”

    So, this is how I started my revisiting journey. In my next post I will summarise my interim conclusions.

    More blogs to come ...

    PS: If someone wants to read the full document, I can send it via e-mail or share a link to Google Drive folder. PK

    Leave a Reply


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