Archive for the ‘Blogging’ Category

A new year – a new era: Let’s see what’s coming up!

January 14th, 2017 by Pekka Kamarainen

The new year 2017 is already two weeks old and I returned back to work already one week ago. During the last few years I always new, how to start my blogging after the holiday period. I just started to report, what is on the agenda in the EU-funded Learning Layers project. And there was no time to waste because there was always something moving. But now the project has come to an end and we only have the Final Review Meeting ahead us (next week, to be precise). So, in principle this year is to me stepping to a new era – to the period after the major European project. I had prepared myself mentally for a quick transition to follow-up activities but it appears that this transition is slower and the follow-up needs to be shaped carefully. Luckily enough I have now got an unlimited contract with the University of Bremen that makes my life easier and my participation in research activities more flexible.

Yet, it is not only the closure of the Learning Layers that gives me reason to speak of a new era. In the middle of last year I was hit heavily by health issues and the second half of 2016 was no longer like the first one. In June-July I was on holiday in Finland and had to go to a medical doctor because of problems in my lungs. Then I had a series of medical examinations and at the end I got the diagnosis: Prostate cancer with metastasis in lungs. I returned quickly back to Germany (where I am insured) and got the treatment started – firstly with medication and from November on with chemotherapy. So, I had to skip the conferences that took place in the autumn season and to limit my field visits and participation in project meetings to minimum. Yet, I was able give full contribution to the writing of the final reports of the Learning Layers.

Now that I am writing this down I can pass the message that my condition has greatly improved and I have all the reason to be optimistic – although I need keep my optimism in limits. The chemotherapy will be continued to the middle of February and then there will be control examinations and a new situation assessment. So, in the light of the above I am preparing proposals for some conferences in the coming year. Of course these have to pass through the review process, no question. But even more I have to add a personal question mark – “ready to participate provided that my health allows it”. And with possible changes in my health I have to be cautious and humble – to live with my disease day by day.

So, I am looking forward to keep myself in the picture and to face new challenges in the new year. The next milestone is the final review of the Learning Layers (I will get back to it) and then I will start shaping my post-LL activities. There we have a legacy of project work with using Learning Toolbox to support workplace learning – in particular in vocational education and training for construction sector. But before I get to these topics I would like to make somewhat different personal remarks on ‘change of era’ and ‘remarkable moments’ in other contexts. Then I will get back to topics on ‘working and learning’.

More blogs to come …

Four years blogging on, with and for the Learning Layers project – looking back and looking forward

November 17th, 2016 by Pekka Kamarainen

During the four last years I have been blogging intensively on our ongoing EU-funded Learning Layers (LL) project. Now the time has come to close that chapter. I have three reasons to make that statement:

  1. The project itself is at its final stage and our field activities are being closed.
  2. My contract with the project has already come to an end. At the moment I have not been yet been engaged in the follow-up activities that are still in the process of getting shaped.
  3. Due to health issues I am no longer available for field activities in the same way as before.

So, with all the good time passed with the LL project and with all due optimism vis-à-vis the open questions, I am well advised to to take a look back at my blogs and see, what all comes up there.

1.  Blogs of the years 2012 and 2013 – Working ourselves in into the project

Now, looking back, the blogs of the first year reflect a period when we all (research partners, technical partners and application partners) were working ourselves in into the project and finding our ways to work together. I have reported intensively of the initial field visits, of the Application Partner Days and of the work around the Helsinki Design Conference 2013. Also, I have reported of several rounds of co-design workshops and of the first Multimedia Training workshops. At that point we still tried to work with a massive digitisation agenda with the Bau-ABC “White Folder” and sought to narrow it down for rapid prototyping. As our main achievements I highlighted the good collaborative spirit in the co-design workshops and the readiness for shared learning in the Multimedia training workshops. Later on I started to use the concept ‘research & development (R&D) dialogue’ to emphasise this as something very valuable that we had established together.

The logbook of my blogs of these years is available on ResearchGate, see:

PK-Logbook of Working & Learning blogs on Learning Layers 2013

2. Blogs of the year 2014 – Taking the course to develop the Learning Toolbox

The second year was started with a planning exercise – to sketch ‘development projects’ as mode of operation that gives us more flexibility across the work packages and initial design teams. For the construction pilot this was an important signal because it helped us to highlight the development of the Learning Toolbox (LTB) as our new working perspective. In addition to this important shift of emphasis I have reported intensively of the preparation and implementation of the Theory Camp (March 2014) and our follow-up with our contributions to the European Conference on Educational Research (ECER 2014, September 2014). However, the main thrust in that year was clearly in our user engagement with our colleagues in Bau-ABC. We had a major promotion campaign on the idea of LTB during the annual Brunnenbauertage conference. We had an intensive “Demo Camp” promotion session with Bau-ABC trainers and apprentices alongside our consortium meeting in Bau-ABC. We had other outreach activities (the NordBau trade fair and a workshop with companies). Finally, the highlight of the year was the package of videos that we edited with Bau-ABC trainers to support the development of the LTB.

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of ” Working & Learning ” blogs on Learning Layers 2014

3. Blogs of the year 2015 – The rocky road to Theme Room training and piloting with LTB

The first half of the year 2015 was characterised by hard work with software development and with preparing funding bids for follow-up projects. Neither of these topics was heavily present on the blogs. Therefore, there was quite a lot of reporting on interim events, on the Espoo Design conference and on several hot issues from Finland (the AchSo pilot in Finnish construction sector, the Sustainability Commitments, knowledge sharing on Activity Theory, joint event with Finnish promoters of apprentice training). In April we experienced the opening of the Learning Exhibition “nachhaltig.bauen.erleben” of our application partners in Verden. In May we visited the annual Training Day of Bau-ABC trainers, still with a simulation version of LTB. The turning point was the consortium meeting in Tallinn where we had our first discussion on the Theme Room training concept and a release of LTB with which we could proceed to preliminary testing. So, after the summer break we were already engaging Bau-ABC trainers in testing and in the autumn months we implemented the Theme Room training campaign – both topics well covered with blogs.

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of “Working & Learning” blogs on Learning Layers 2015

4. Blogs of the year 2016 – With seven-league boots in the final run

The clear highlight of the final project year has been the introduction of the Learning Toolbox (LTB) into apprentice training in Bau-ABC – and later in the year to construction site management in Verden. The progress in Bau-ABC has been covered with blogs on preparatory meetings in February, on the Kick-off event in March and on later working visits in April and May. The exemplary openings in the pioneering trades (well-builders; carpenters and bricklayers) and the transfer to neighbouring trades have been observed carefully. Also tests in other fields of application (Training in Health and Safety; Support for trans-national mobility) were introduced. And in-between we had fairly successful testing visit with AchSo and SOAR introduced by colleagues from Aalto. And after the summer break we were happy to find out during the evaluative field visits (together with Markus Manhart from UIBK and Jaanika Hirv from TLU) that the Bau-ABC trainers and apprentices had taken LTB as their own tools to use it with their accents as support for training and learning. This then paved the way for the high season of preparing the final deliverables (that I have discussed in my latest blogs).

The logbook of my blogs of this year is available on ResearchGate, see:

PK-Logbook of “Working & Learning” blogs on Learning Layers 2016

– – –

I think this is enough of my journey with the LL project as it has been portrayed on my blogs. Of course, the blogs are episodic snapshots and do not necessarily grasp the bigger picture (although I have tried to cover this level of analysis as well). Some of the blogs have been combined and reworked into articles on the LL project website and latterly into the “Learning Toolbox Chronicle”. As the running number of the blog entries is right now 176 (if I have not counted wrong), it is perhaps easier to get an overview from those chronicles than by walking through the heavier logbooks. But both types of collections are there. With this statement I close this chapter and take the next step  to move on.

More blogs to come …


150 blogs on Learning Layers project – 200 altogether on Pontydysgu site

August 4th, 2016 by Pekka Kamarainen

I have come back from my summer break – but not back to work and normal business. During my holidays I had to run through a series of medical tests/investigations and now I am on sick leave for some time. I do not want to go into details – some investigations are yet to come – but I know enough that I have to take a break from my normal work. This gives me a reason to spell out some thoughts on my blogging on this site. It so happens that I have reached the milestone of 150 blogs on our ongoing EU-funded Learning Layers (LL) project and altogether the milestone of 200 blogs on Pontydysgu site.

In general, such numbers are not great achievements – veteran bloggers count their posts in thousands, not hundreds. And indeed, during my first years as a blogger I was not so successful in finding my approach and ways to work forward. With my first blog “I-Europe” I tried to stimulate a debate on European initiatives to promote vocational education and training (VET). Unfortunately, these entries were not so well grounded and attracted little attention. With my second attempt – with  my new blog “Working & Learning” – I tried get closer to the work of European projects and educational debates. Yet – for some time this remained at the level of irregular scraping. Some of the projects of that time were perhaps not that inspiring or they required blogging (or similar writings) on other platforms. Therefore, I had made some experiences but had not really found my own way of blogging.

This all changed with the start of the EU-funded Learning Layers (LL) project in 2012. The project has required us (ITB – research institute with focus on VET and learning in the context of work) to face new challenges. It has not been merely a matter of introducing new learning technologies and new learning concepts to the field (and study the impact). The project has been far more innovative in terms of exploring different options, involving users in co-design & co-development and in engaging us as VET researchers in different roles as co-developers, co-tutors and co-testers of new tools. From this perspective I have had the challenges and the opportunities to produce a more or less regular flow of blogs on new project activities, observations on parallel developments, links to inspiring research or to policies that have an impact on our work. And, moreover, the flow of blogs has not merely been recording of events, debates and happenings – they provide insights into our learning processes as research partners, developers and application partners. In particular they provide insights into our transformation from explorers to change agents and interpreters of the changes.

Having said all this I feel sad that I cannot continue with the intensive observation and documentation of field activities in the same way as I have done so far. From now on I have to take the role of listener and thinker. Perhaps that is also a positive turn in its way – after all, the rich project experience needs to be digested and interpreted in conceptual terms. And surely, our experiences as accompanying researchers differ from the traditional patterns of doing such research. But, as I said in the beginning, I have to take some time out of regular project work to get myself fit. Nevertheless, I will be around.

More blogs to come …

Zimmererblog is going on strong – Learning Layers’ multimedia training bears fruit

June 12th, 2016 by Pekka Kamarainen

In my latest blogs I have given progress reports on the construction pilot of our EU-funded Learning Layers (LL) project, mostly focusing on the integrative toolset Learning Toolbox (LTB). In addition I have provided a review on the progress we have achieved since the project consortium meeting in Tallinn one year ago. In this blog I will have a look at the main results of the earlier Multimedia Training Workshops (that the LL project organised for the full-time trainers (Lehrwerkmeister) of the construction sector training centre Bau-ABC in 2013-2014) – the trainers’ blogs. Here I will firstly focus on the most outstanding example, the Zimmererblog (Carpenters’ blog) of Bau-ABC trainer Markus Pape.

Zimmererblog – origins, development and impact

In the first Multimedia Training Workshops of the LL project in the years 2013-2014 the LL partners from Pontydysgu and ITB providedtraining for a group of voluntary Bau-ABC trainers. At that time we started by getting an overview of the general web tools and by making use of them. In this context the participating trainers created their own WordPress blogs. In the course of the training they developed their own pattern of working with blogs. Instead of keeping a diary or writing columns on different topics the trainers have transformed their blogs into their own ‘open educational resources’. In this process the trainer Markus Pape has been the pioneer and his Zimmererblog has become the most comprehensive one.

Looking at the structure – after the startpage – the main areas of the blog are the collections of project descriptions (worksheets) for each year of apprentice training. Then, the blog provides links to literature and other websites as well as an additional area for special techniques. Yet, the special trademark of this blog is that the pictures in the worksheets, in the special area and in the slideshow have been edited to make the site more attractive.

Looking at the impact, it is worthwhile to note that the Zimmererblog has from the very beginning on gained a wide popularity beyond the primary users – trainers and apprentices in Bau-ABC. The statistics reveal that it has been viewed from all over the world – although it is only available in German. Recently it has reached the milestone of 45.000 hits (the exact number being currently 45.103) and the interest is not dropping at all. In this respect the expression ‘open educational resource’ is justified.

Trainers’ blogs in the neighboring trades have also taken their place

Parallel to the Zimmererblog the trainers in some other trades (who had also attended the Multimedia Training Workshops) started to create similar blogs for their trades (or groups of trades). As a result there are three other blogs with similar structure in Bau-ABC:

  • The ‘Maurerblog’ (“Mauerwerksbau im Bau-ABC Rostrup. Backsteine und Mehr”) provides a similar set of learning resources for bricklayer apprentices and additional resources for skilled workers. Currently this site has reached 6.604 hits.
  • The ‘Tiefbaublog’ (“Tiefbau Bau-ABC Rostrup. Mach Dich schlau im Tiefbau”) provides a similar set of resources for three neighbouring trades – road-builders (Strassenbauer), pipeline-builders (Rohrleitungsbauer) and sewage-builders (Kanalbauer). In a similar way it provides additional info sheets and links to external resorces. Currently this site has reached 2.893 hits.
  • The ‘Brunnenbaublog’ (Brunnenbauer und Spezialtiefbauer) provides similar sets of resources for the neighbouring trades of well-builders (Brunnebauer) and for the tunnel-builders (Spezialtiefbauer). In addition, the blog provides further links to progression routes to higher education/qualifications (Duales Studium, Weiterbildung). In addition, the blog provides further sections for special themes, tables and instructions for health and safety. For this site we have not got the current statistics.

Here it is worthwhile to note that these blogs have been developed mainly for internal use in Bau-ABC. From that perspective they have been used rather well although their external impact has remained rather limited compared with the Zimmererblog and its impressive outreach.

– – –

Altogether the trainers’ blogs have already taken their place before the Learning Toolbox has been introduced. Now it is interesting to see, how these tools and instruments can best complement each other. Already in the ‘Theme Room” training workshops the trainers started developing thoughts in this respect. I am looking forward to the next steps.

More blogs to come …


A blog is just a blog

January 11th, 2016 by Graham Attwell

2016 and it is time to return to the blog after a crazy December of meetings, conferences, travel and exhaustion.

First a quick catch up from Online Educa Berlin. Online Educa is always enjoyable if only because so many friends and colleagues attend it. I am also always interested in the very large exhibition which provides a quick overview of market and to a lesser extent pedagogic trends in technology supported learning. Decembers exhibition was strange, though. Firstly there were no big stands. Go back five or six years and the big stands were from the public organisations supporting the adoption of technology in universities and education in general. The UK Jisc always had a big presence, so too did the Netherlands SURF network. When they dropped away – probably as a result of funding cuts, The Middle East countries took over with colourful booths, even if somewhat lacking in content. And of course there were the VLE suppliers – Blackboard (later to become Pearsons) could always be relied on for a free glass of wine at the end of a busy conference day. At Online Educa 2015 they were all missing. The largest stand was Egypt Arising. However – whether because of their materials not arriving or for some other reason- they has no content and seemingly no representatives on what remained an empty stand. Instead the exhibition was dominated by the cheaper to rent small stands, some from projects but mainly it appeared from start up companies.

It was hard too to discern any particular trends. A few years ago the exhibition was dominated by virtual world type apps. Another year it was all about interactive whiteboards. And the next year it was video apps that were dominating the scene. In 2015 it seemed to be a bit of everything and a bit of nothing.

It left be wondering if the days of educational technology are numbered. Yes we are moving to software as a service and this will impact of education. And of course data (sometimes big data) is making an impact in the form of Learning analytics. Learning management Systems or VLEs stubbornly refuse to go away although all the suppliers seem to stress how their platforms support personal learning pathways. But in truth much of the technology used for learning is little different from the productivity apps and social software being used in everyday business and living. Will 2016 be the year when – depending on how you look at it – educational technology becomes part of the mainstream or the mainstream is just technology used for learning. After all a blog is just a blog.

One hundred blog posts on Learning Layers project published @ Working & Learning

June 13th, 2015 by Pekka Kamarainen

This morning I published a blog post on our preparation for the Tallinn consortium meeting of our EU-funded Learning Layers (LL) project.  As usual, I copied it to the current logbook of my blogs on the LL project. When checking that I had properly updated the logbook, I noticed that the number of blog posts in these logbooks had reached the milestone of one hundred (100).

Talking about blogging, one hundred is not a great number – one thousand could already count as an achievement. Or – thinking of the fact that I have been blogging regularly since November 2012 – the time frame that I have covered is not that much either. Thinking of the champion bloggers that I know – like Graham Attwell (Wales-Wide Web) or Wilfred Rubens (Technology Enhanced Learning) – they have been blogging over ten years. So, that gives us a perspective.

Yet, for the Learning Layers project this number of blog articles written at different phases of the project starts to count as a particular source of information. Indeed – my blogs have given my personal views on what is going on in the project at that  time. And they should be interpreted as such statements of a witness and actor deeply involved in the process (but with the tasks of an accompanying researcher and participative contributor).

As I have mentioned above, I have compiled annual logbooks of my blog posts on the LL projects (the 1st logbook on the years 2012-2013, the 2nd logbook on the year 2014 and the 3rd logbook on the year 2015). These logbooks can be found in the shared Google Drive folder for the Construction sector logbooks In addition to these the folder contains logbooks on our co-design workshops in Bau-ABC and logbooks of our local design meetings in Bremen.

Having said all this I need to remind myself that I have to keep on blogging throughout the project so that these blogs and the logbooks can be used as a proper source. I hope that this points out to be a task worth doing.

More blogs to come …


Back on line

February 23rd, 2015 by Graham Attwell

It is around two months since I last posted on the Wales Wide Web. And in the nine or ten years the blog has been running (on this WordPress site and another earlier, iteration on Plone), that is the longest I have gone without writing a post.

I am not sure why. Certainly there has been a lot of travel, a lot of meetings, some very long reports and I have had a nasty dose of flu. But there is nothing new here, to blame those factors would be merely to make excuses. The nearest I can come to it is writers block – if that really exists? Each day I have said I will start again tomorrow, each day I have found an excuse to put it off for another day. Interestingly there was once a debate over whether so called microblogging applications such as Twitter were killing blogging. For me the two go together. While I have not been writing on the Wales Wide Web, neither have I been using twitter (although I find myself increasingly ambivalent about Twitter anyway).

Any way – whatever the reasons, it is the start of a new week and the Wales Wide Web is back. Watch this slot!

Reviewing the video(s) from Bau-ABC – Part 5: From Multimedia training to multipliers of new skills

September 28th, 2014 by Pekka Kamarainen

With my four previous posts I have worked with a series of blogs that review the video produced by the Bau-ABC team for the recent consortium meeting of the Learning Layers (LL) project. As I have indicated, the video focused on the usability of the emerging Learning Toolbox (LTB) – a framework for accessing web resources and managing web apps – in the construction sector. In the two posts I discussed, how the LTB can be used in the the context of the training activities of the Bau-ABC  and in the companies or construction sites. In the previous post I presented Bau-ABC trainers’ views, how LTB will support learning alongside working. With the final post I will focus on Bau-ABC trainers’ views on the Multimedia training they have gone through and on their achievements with their new skills. Here I share the link to the video:

In several sections the video makes references to the Multimedia training that was organised by the LL project (between 20.45 and 23.25) or to the achievements of the trainers’ in making use of their new skills (between 29.05 and 30.50). Here some insights into these discussions and into the picture that is given.

Trainers’ comments on the Multimedia Training by the LL project

Several trainers had comments on the impact of the Multimedia training. In his general comment Markus Pape pointed to the fact that the training had showed them quite a range of practical possibilities to work with new media. Once they had launched their domain-specific blogs (for the carpenters, bricklayers and roadbuilders) they had also been able to make use of them. All this has been greeted very positively by their apprentices. Kevin Kuck seconded and emphasised that the pioneering work of the carpenters was helpful for the bricklayers and there have been mutual exchanges between the trades, looking at each others’ solutions when making these blogs and using them. And already at the early stage the apprentices have been interested and looking forward to new contents.

In a similar way Lothar Schoka emphasised that also those trainers, who have not had the chance to participate, have been interested and tried to inform themselves of the colleagues’ progress. In this context he had also got some tutoring from the colleagues and made his own web page to upload info sheets. And he also got positive feedback from his apprentices. Thus, they considered that the trainers altogether are getting ready to dedicate some time for using digital media, web tools and mobile technologies to support their training and to enhance the workplace learning of apprentices.

Achievements in putting new skills into practice: the example of “Zimmererblog”

In the final part of the video there is a special section in which Markus demonstrates how he has developed his “Zimmererblog” and what contents there are to be found. We see first the structure – based on projects and project sheets for each year of apprentice training (1-3), the help areas, literature recommendations and the slide shows. Then we see the link to the facebook group of the trade, the designed link to the LTB and the business cards that give the QR codes of the blog and of the facebook group. Then, the video presents the statistics (at that time over 3400 hits from over 20 countries and more detailed accounts on the times and on the target pages). Altogether, we see a pilot site that is emerging into Open Educational Resource with a wider importance.

Concluding remarks

I have been impressed of this video and spent a lot of time listening to it and commenting it. To me it provides evidence that the pilot activities have not only been well received by the colleagues in Bau-ABC but they have in many contexts been integrated into their normal practice. In this respect the colleagues want to make further steps with the Learning Toolbox because it provides a transparent framework for many possibilities. Finally, the achievements with the trainers’ blogs show that the colleagues in Bau-ABC are not only using and co-developing the tools just for their training. They have taken important steps further to promote this know-how wider in the construction sector. I think that this video is a raw diamond that can be worked further to demonstrate this as well. Let us see this happen!

More blogs to come ...


Back to normal business – back to the blog

May 10th, 2014 by Pekka Kamarainen

After the previous posts April turned out to be a rather quiet month on this blog. Partly this was due to the Easter holidays. To a greater extent this was due to all kinds of backstage work in the Learning Layers project and with some spin-off initiatives. Finally, the preparations for a major stakeholder event – the 65th Brunnenbauertage in Bau-ABC Rostrup kept us busy. Now this event is over and it is time to get back to normal business – and to writing on the Learning Layers project on this blog.

More posts to come …

eLearning 2.0 w firmie i masa krytyczna

May 4th, 2010 by Ilona Buchem

Wiecie juz na pewno, ze chcemy na Paradygmacie 2.0 eksperymentowac z roznymi formami blogowania. Nasz pierwszy wpis mial forme rozmowy, dyskusji na temat poczatkow i podstaw PLE. Dzisiaj dla odmiany  wywiad. Czym rozniy sie od rozmowy? Wlasciwie najbardziej tym, ze zadajacy pytania nie duzo o sobie informuje. Kilka dni temu rozmawialam na Skypie z Piotrem Peszko, autorem bloga eLearning 2.0 i moderatorem forum elearningu na, o tym, jak wyglada elearning w firmach, tzn. czy stosuje sie rozwiazania 1.0 czy 2.0, w jaki sposob wprowadza sie siec spoleczna, jakie czynniki wplywaja na to, czy uda sie wprowadzic wiki, blogi, twittera itd itp. … Oto pierwsza czesc zapisu naszej rozmowy.

Ilona: Ok, zacznijmy od ogolow – czym sie zajmujesz?

Piotr: Aktualnie projektuję rozwiązania e-learningowe dla produktu o nazwie GetThere. Właśnie uruchomiłem II edycję projektu dla osób 45 +, w którym jest dużo elearningu, a także zajmuję się wdrożeniem rozwiązania do zarządzania dokumentacją w modelu single-sourcing i połączeniu go z elearningiem.

Ilona: Co to jest single-sourcing model?

Piotr: Model zarządzania treścią  – kontentem w różnej formie – online, offline itd. Jest oparty na xml-u i pozwala na wielokrotne wykorzystywanie treści i jej konfigurowanie.

Ilona: Masz przyklad?

Piotr: Załóżmy, że masz bloga, piszesz różne treści, tagujesz … i nagle chcesz zrobić z niego książkę. Lipa – nie da się szybko i sprawnie. Single sourcing to podejście, które pozwala na edytowanie treści w jednym miejscu i eksportowanie jej do różnych – zdefiniowanych uprzednio formatów, np. elearningu, wiki, html-a, htmla dla urządzeń mobilnych, pdf, doc itd. itp. i wykorzystania tagów oraz tzw. conditionals zależnych od formatu wyjściowego

Ilona: Aha, ciekawe, a masz moze linka do jakiejs aplikacji opartej na tym modelu?

Piotr: Polecam DocBook na początek. To już trzeci taki project. Każdy inny, ale założenia podobne – po co pisać internal/external reference tutorial + online help + elearning, jeśli każdy z nich korzysta z tej samej treści. Trzeba zdefiniować źródło, procesy i ogień – niech się samo robi 🙂

Ilona: Dzieki, to ciekawe. A co Ty robisz na AGH?

Piotr: Na AGH juz nie wiele, ponieważ  od marca pracuję w Sabre Holdings Polska, pożegnałem się  z uczelnią 🙂

Ilona: To ciekawe, a to co firmy robia w Polsce to bardziej elearning 1.0 czy 2.0?

Piotr: Korporacje po prostu przenoszą swoje wypróbowane rozwiązania na nowy grunt. Posiadają LMS-y wielkie bazy szkoleń, dostęp do niemal wszystkich książek online, wiki, sociale itd. E-learning 1.0 istnieje jako pewna warstwa materialów odniesienia, a profile funkcjonują w wewnętrznych systemach społecznościowych. Także elearning 1.0, elearning 2.0 i workplace learning to chleb powszedni.

Ilona: A jak laczycie elearning 1.0 i 2.0? Na przyklad, w jaki sposob wprowadzacie i stosujecie wiki, blogi? Slyszala, ze wie niektorych korporacjach wprowadza sie wiki w taki sposowb, ze kazdy pracownik musi napisac iles tam stron i iles tam stron skomentowac I to wszystko w scisle okreslonym czasie.

Piotr: Hmm… no nie wiem czy przymus to najlepsze rozwiązanie. Wdrażałem kiedyć taki social w korporacji i wymuszanie okazało się fiaskiem, dopiero danie czegoś w zamian, np.  szybki dostęp do informacji poprzez wewnętrzny twitter, okazało się skuteczne. Problem jest taki, że ta firma jest bardzo nie-polska, a bardzo amerykańska, dlatego pewne rozwiązania są i funkcjonują globalnie.

Ilona: Czyli co w tym przypadku wplywa na udane wprowadzanie sieci spolecznych w firmach?

Piotr: Z mojego doświadczenia wynika, że musi zostać przekroczona pewna masa krytyczna, która pozwala społeczności uczącej się funkcjonować. Równiez pewien stopień anonimowości. On jest ważny w socialach. Zawsze są opory przed odsłonięciem swojej niewiedzy. To tak jak z tłumem zadającym pytania, albo dyskutującym. W grupie raźniej, stadne z nas zwierzę i lepiej się czujemy jeśli możemy zadać pytanie albo zasięgnać rady anonimowo nie narażając się na jakieś uwagi, czy docinki. Social network nie wypali w grupie 20 osob, ale np. w polskim klonie twittera – blipie bardzo często pojawiają się pytania kierowane “w eter” z tagiem #drogiblipie.

Ilona: No to opowiedz, jak to bylo z tym twitterem w twojej firmie? Byla masa krytyczna? Odpowiedni stopien anonimowosci? Wszystko poszlo gladko?

Piotr: To było jakieś 2-3 lata temu – facebook raczkował. Pracowników było około 200, twitter był, blip był, ale raczej jako eksperymenty. Okazało się jednak, że za wcześnie…

Ilona: Dlaczego za wczesnie?

Piotr: Bo nikt nie znał tych narzędzi i nie wiedział po co one są, jak z nich korzystać i co to daje. Dopiero jak okazało się, że ktoś to robi i to daje efekty zaczęto się tym interesować. To takie troszkę małpowanie. Z mojej perspektywy to mało one mają wspólnego z uczeniem się, raczej zabawa i zabijanie czasu – pracy 🙂 Tak to niestety wygląda. Społeczności takie jak linkedin czy goldenline to głównie źródło potencjalnych pracowników / zleceniodawców + wymiana informacji ekspertów.

Ilona: Czy w firmach w Polsce mozna ogolnie uzywac twittera? W Niemczech jest coraz wiecej firm, ktore to ograniczaja, wlasnie z tego powodu, ze nie sa uzywane do pracy, tylko do “zabawy”.

Piotr: W wielu firmach nie ma przeszkód. To zależy od modelu pracy, ja na przykład nie wyobrażam sobie pracy bez 1) Google, 2) i kilku innych

Ilona: Czyli nie ma zadnych problemow z eLearningiem 2.0?

Piotr: cóż… z elearningiem 2.0 jest problem, bo nawet “specjaliści” dużo mówią na jego temat, a sami nie sa w stanie stworzyć we własnym miejscu pracy takiego środowiska, które byłoby chociażby namiastką 2.0. Moim zdaniem tez i w w firmach elearning 2.0 potrzebuje pewnej masy krytycznej zapaleńców, wtedy nie ma przeszkód i nie uczenie sie nie zależy od środków miejsca, czasu…

Ilona: A sa jakies dobre przyklady PLE w Polsce?

Piotr: Szczerze powiem, że się nie spotkałem. Może za mało szukam :), albo nic nie wystaje ponad dno.

Ilona: Nawet u Ciebie w firmie ;)?

Piotr: No to co teraz robimy to jest eLearning 2.0. Ja np. zarządzam projektem korzystając z Wiki. Wrzucam tam zasoby, uczestnicy komentują, dokładają swoje. Mam przygotowany szablon projektu, kopiuje go i zaczynamy.

Ilona: Na zasadzie samoorganizacji – kto co da, czy masz jakas strategie zarzadzania?

Piotr: Przewaznie stosuje SCRUM w standardowych, typowych projektach, a na wyższym poziomie sprawdza się PRINCE2. Bardzo dobre w Wiki jest to, że nie ma konieczności przygotowywania raportów, generowania dokumentów itd. Wszystko jest online – transparentne dla wszystkich. Wiadomo co się dzieje, kiedy i jak. No i właśnie tutaj wszyscy się uczą, bo nie ma innego wyjścia. Jesteś w projekcie = działasz na wiki.

Ilona: Ok,a wady?

Piotr: 1. Wypada zrezygnować z załączania plików; 2. Trzeba nauczyć konsekwencji stosowania Wiki; 3. muszą być jasne reguły – kto co może.

Piotr: No i hmmm… trzeba umieć korzystać z wiki. A to czasami największy problem. Chociaż, nie wyobrażam sobie projektu, w którym nie korzysta sie z jakiegoś narzędzia współpracy online.

Ilona: Jakie sa krytyczne punkty korzystania z wiki?

Piotr: Rozmiar projektu, poziom digital literacy, sposób organizacji,  simplicity matters – łatwość obsługi produktu rozwiązującego istniejący problem to najlepiej sprzedawalna rzecz.

Ilona: Czyli jakie uzasadnienie biznesowe ma uzywanie sieci spolecznych w korporacjach?

Piotr: 1. Szybkość komunikacji, 2. Budowanie bazy wiedzy

Piotr: chociaż… najważniejsze moim zdaniem jest umożliwienie przekazania informacji – wiedzy – od super-specjalistów wewnątrz firmy do klientów, lub przynajmniej sprzedawców. Bo sprzedawca jest ze swoją wiedzą nt. produktu bliżej klienta

Ilona: Z tym przekazywaniem wiedzy w korporacjach to tez taki kij co ma dwa konce. jedej strony jest motywacja, zeby pokazac sie jako ekspert. Z drugiej nie moge odkryc wszystkich kart, bo ewentualnie nie bede juz ekspertem.

Piotr: To zależy od struktury organizacji i tego w jaki sposób takie aktywności są wspierane – nie wymuszane. Jesli się jest ekspertem to zawsze jest co pokazywać. Cooper dobrze o tym napisał w “Wariaci rządzą domem wariatów” – polecam,

Ilona: Dzieki. Ale czesto przeciez jest tak, ze ludzie w firmach nie zdradzaja takich informacji, ktore stanowia podsawe ich USP (unique selling proposition).

Piotr: No trochę tak, ale np. jeśli ja projektuje rozwiązania elearningowe to nie mam problemów ze zrobieniem szkolenia na temat wersjonowania i jego znaczenia. Moim zdaniem wiedza eksperta jest tak szeroka, że zawsze jest się czym dzielić

Ilona: I zdradzasz wszystkie twoje sztuczki?

Piotr: Oczywiście, że nie. Ale nie mam oporów ze zdradzaniem szczegółów warsztatu. Np. w tamtym tygodniu prowadziłem warsztaty na temat screencastów i dokładnie mówiłem jak i czym to robię.

Ilona: A gdzie byly te warsztaty? W waszej firmie?

Piotr: Nie na Uniwersytecie Pedagogicznym, dla nauczycieli 🙂

Ilona: Ho ho, i co beda stosowac?

Piotr: No nie wiem, raczej ciężko

Ilona: Dlaczego?

Piotr: Nie ma zapotrzebowania…

Ilona: No co ty?

Piotr: Wiesz to tak jak seks z filozofem: ma czym, ma gdzie, ale po co…

Ilona: (rofl)

No tak, ale to juz inny rozdzial. Druga czesc rozmowy z Piotrem Peszko na tema eLearningu 2.0 w szkolnictwie wyzszym juz w krotce 😉  Ciekawa jestem, czy Wasze doswiadczenia z eLearningiem 2.0 w firmach sa podobe. Czy wszedzie jest problem z brakiem krytycznej masy? Co myslicie na temat anonimowosci w spolecznych sieciach w firmie? Przeciez anonimowosci moze oznaczac tez problemy … Moze ktos z Was ma ochote podzielic sie swoimi doswiadczeniami z perspektywy uzytkownika eLearningu w firmie? To byloby super ciekawe. Czekam na Wasze komentarze!

  • Search

    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information

    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.”

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