Archive for the ‘Knowledge development’ Category

And the award goes to … Kubify – LTB for ePosters (@LTBePosters)

November 29th, 2018 by Pekka Kamarainen

Some time ago we were pleased to announce the our EU-funded Learning Layers (LL) project had received the European VET Research Excellence 2018 Award in the context of the European Vocational Skills Week 2018 in Vienna. Now we have another reason to celebrate. Our former partners from the LL project who have continued the development of the Learning Toolbox (LTB) with their start-up companies have been successful. The start-up company Kubify that develops LTB for ePosters has won the Tech Watch Award 2018 at the international event of conference organisers.

For us, the LL partners, who have been intensively involved in the co-design, co-development and introduction of LTB in the North-German construction sector, this is great news. Also, we are happy that we have piloted successfully with the ePosters at the European Conference on Educational Research (ECER) and in its VETNET section in Bolzano last September. However. looking at the photos from the #IBTMWorld event organisers’ event – see below –  we can observe that our LTB-developers have taken many steps forward. This award is richly deserved!

From the introduction for new users to the creation of users’ own ePosters

Introduction to ePostersePosters for different conferences

Working with ePosters: From the Mini-Poster Wall to user engagement at the ePoster Arena

Mini-Poster WallePoster Arena

The Award Winners and The Award

Kubify Team receiving the AwardThe IBTMworld Award

Congratulations to the award winners and keep on doing the good work! We are very interested in continuing the good cooperation with you – with the LTB and with the ePosters.

More blogs to come …

 

The TACCLE4-CPD project is making further progress – Part Two: Linking my contributions to the common approach

November 27th, 2018 by Pekka Kamarainen

With my previous post I started to blog on the third transnational project meeting of our EU-funded project TACCLE4-CPD that took place in Pontypridd, Wales. This project is working with frameworks, pedagogic concepts and arrangements for continuing professional development (CPD) of teachers and trainers in promoting their digital competences. It builds upon the achievements of three previous TACCLE projects that worked directly with teachers and provided support for promoting their digital competences. The fourth project has the task to support training providers and managers in shaping adequate arrangements for CPD in different educational sectors and enhancing appropriate digital competences.

In my previous post I gave a picture, how we revisited the key idea of this project and in what respect we have to face different challenges than the earlier TACCLE projects. The main difference is that we have to support policy-developers, educational managers and training providers – not immediately acting teachers and trainers. This has consequences for the policy analyses and frameworks to be developed in the project – as well as for our approach to collecting Open Educational Resources (OER). In general, we reached a common conclusion on giving a central role for our work with a Mindmap as an integrative tool. However, as I see it, this provided further challenges, how to link my contributions to this approach.

Linking the sector of vocational education and training (VET) to the work of TACCLE projects

In this context it is worthwhile to remind that the TACCLE projects have so far focused on general education (and general adult education). Thus, the emphasis has been on school-based education and classroom teaching. In this respect the field of vocational education and training (VET) with different institutional settings and with different interfaces between education and working life has not been present. As a contrast, our institute (ITB) had recently worked in a major EU-funded project Learning Layers in which we worked together with construction sector and with a training provider for work process -oriented learning. As a contribution to this project we had organised two campaigns for training of trainers to enhance their digital competences. In the proposal for the TACCLE4-CPD project this background had been highlighted as a major asset of our institute ITB in the current project.

However, when the TACCLE4-CPD project started working, it became clear to me that I have to provide insights into the legacy of the Learning Layers project and what needs to be considered when discussing CPD policies and measures in the field of VET. Also, I noticed that there is a need to provide insights into the institutional complexity of the German VET system – in order to grasp the role of different policy levels and R&D programmes. In this respect I felt that we from ITB had to work ourselves in into the TACCLE4-CPD projects and that we had to open new perspectives for the project work. Below I illustrate this process with three key themes.

Critical analyses of policies for promoting digital competences in the field of VET

Already in an earlier blog I had addressed the institutional complexity of the German VET system – with reference to the federal governance model and the dual system of VET (based on workplace-based training supported by school-based education). Taking into account the diversified power structures on education and training it is possible to understand the relevance of R&D projects and of specific sectoral partnerships. Therefore, I had produced for our November meeting a report that firstly gave a brief overview on the governance structures in education and training in Germany. Then I presented an overview of selected R&D projects that have a relevance for promoting digital competences and in shaping patterns of CPD. Thirdly, I included some interviews from actors in the field to highlight, what kind of impact different policies and initiatives have at the local level.

When I presented this contribution, I realised that it was written in the old way as a national report. In the light of our discussion on the critical analysis of policies I needed to transform the perspective to a general approach to the field of VET. Then I needed to outline different systemic models and levels of policies – after which the German governance structures could be given as examples. In a similar way the level of R&D programmes should be outlined with some main themes – under which the selected cases should be given as illustrative examples. Finally, the engagement of actors in the field should be discussed in the light of lead initiatives and by presenting modes of participation. In this way the report would provide (to some extent) an introduction to the VET section in the MindMap and should also address, how the MindMap can be used.

Exploring the project histories of TACCLE projects and of Learning Layers

As a second contribution I had prepared a discussion paper that compared the project histories of the three earlier TACCLE projects and that of the Learning Layers (LL) project (with focus on the Construction pilot). In both project histories I noticed similar phases of search, reorientation and enrichment and encountering new challenges. From the perspective of LL project experience I emphasised the central role of Learning Toolbox (LTB) as an integrative toolset for supporting vocational and workplace-based learning. From this perspective there is a slight tension vis-à-vis the former TACCLE projects that focused on general school education and emphasised the role of teachers’ handbooks.

When discussing this contribution I realised that I had not been able to reach the perspective of TACCLE4-CPD. Here, in addition to the work with the MindMap, it is worthwhile to take a look at the DigCompEdu framework as a bridging approach. Based on this framework it is possible to see the legacy of the LL project (including the co-design process, the training campaigns and the introduction of the LTB) as a systematic effort to link occupational competences, pedagogic competences and learners’ competences to each other. Here, the LTB served as a toolset that was shaped to support such integrative processes. From this perspective I needed to rework the paper to emphasise this approach and to avoid an impression that I would only be pushing the tool as such.

Reflections on different training models for promoting digital competences

A further important theme that we discussed was comparison of different training models. We noticed a general trend towards divisive grouping of training models as abstract lists. In our discussion we found it more appropriate to reinterpret such ‘models’ as ‘characteristics’ and to look, how different characteristics can be combined in holistic training concepts. From this perspective the “Theme Room” training that was used in the LL project would serve as an interesting case. In particular the prospect of further development of this concept – including the use of LTB during the training and after it – is an interesting challenge.

I guess this is enough of these points. To some extent this brief report may appear as insider-discussion – given that the MindMap is not yet there as an illustration. However, to me it was important to write down my interim conclusions for further work in the project.

More blogs to come …

 

 

 

And the Award goes to … Learning Layers!

November 10th, 2018 by Pekka Kamarainen

The third European Vocational Skills Week (EVSW) took place this week in Vienna (Wien). The event has been launched by the European Commission to draw attention to the importance of vocational education and training (VET) for education, economy and society. Our European VETNET network has also played a role in drawing attention to the contribution of VET research to the development of VET. However, due to several intervening factors I have not been able to attend to these events. Yet, this time I was somewhat more engaged in the preparation and followed more keenly the news from Vienna.

The competition for European VET Excellence Awards 2018

As usual, during the EVSW, there was also this year the competition for European VET Excellence Awards for different kinds of contributions to the development of VET. In the category “European VET Research Excellence” the jury had nominated two European research projects for the final competition:

  • The Learning Layers (LL) project that carried out a complex Europe-wide R&D project for studying the use of digital tools, web resources and mobile technologies to support learning in the context of work. The project engaged application partners in healthcare sector (UK) and construction sector (Germany) in co-design, pilot testing and actual use of new tools. In the competition the project was represented by the scientific coordinator Tobias Ley from Tallinn University.
  • The Modelling Vocational Excellence (MoVE) project is a transnational project that has studied World Skills competitions at the national, European and wider international contexts. The aim of the project is to draw conclusions from competition processes for the development of everyday life practice in the field of VET. This project was represented by the scientific coordinator Petri Nokelainen from Tampere University.

After the nomination the finalists were presented on a special website for public voting that took place during the last weeks before the event and during the first two days. On the evening before the closing ceremony the finalists in different catergories had the opportunity to give short pitches to make their case. Then, in the closing ceremony the nominees of each category were invited and the winner was declared. Concerning the award for VET Research Excellence I was pleased to see a video recording and to hear the words: “The award goes to … Learning Layers”. As fair competitors Petri and Tobias congratulated each other. And then Commissioner Marianne Thyssen handed the award to Tobias Ley.

Learning Layers Awarded 2018-11-09Learning Layers Awarded 2018Tobias with the award

Celebrating the award winner Learning Layers

Firstly, let us do justice to both finalists – the two international projects and the teams involved – and for the fair competition. This was a good way to present European and international VET research at such an event.

Then, coming to our Learning Layers project: Why are we so happy that we got the award fror European research in the field of VET (vocational education and training)? Here I am speaking in particular for the partners of the Construction pilot – research partners, technical partners and application partners from the construction sector. I would like to raise the following arguments for us as award winners:

  1. A substantial part of Learning Layers pilot activities were carried out in the context of apprentice training for construction sector in North Germany. In this context the project was developing a digital toolset “Learning Toolbox” to support work process-oriented learning. Now, in the initial pilot context – the training centre Bau-ABC – the Learning Toolbox will be introduced to the training of all occupations.
  2. The co-design and tools deployment processes were carried out as participative Research & Development dialogue. In this dialogue practitioners, technical partners were developing tools that promote a culture of self-organised learning in different craft trades.
  3. The project organised training of trainers in such a way that they could act as promoters of innovation and adjust the use of tools to match their pedagogic priorities (self-organised search of knowledge within a wide set of resources vs. gradual extension of resources that are available for learner). The ‘theme room’ approach is being used in the further promotion of the tools by other trainers.
  4. After the end of the Learning Layers project there have been several follow-up initiatives to spread the use of Learning Toolbox to support practice-based learning in Vocational and Higher Education (e.g. in Estonia and Spain). These pilots have involved also other sectors (e.g. education/training in healthcare and media occupations).
  5. A major spin-off arising from the Learning Layers is the use of Learning Toolbox as support for ePosters in conferences. This was started in the conferences for medical and dental education (AMEE, ADEE) and in the conference for technology-enhanced learning (ECTEL). Most recently the ePosters were piloted in the European Conference on Educational Research (ECER) in the network for research in vocational education and training (VETNET).

The points above make it clear that the Learning Layers project was not merely a theory-driven or a tool-driven project. Instead, the project took a high risk in launching open-ended co-design processes and was very much dependent on the cooperation with practitioners in the pilot sectors. Moreover, the tools that were developed in the project – notably the Learning Toolbox – reached the stage of viable products. But in order to bring them further as tools for regular use, additional efforts were needed by the tool developers, practitioners and supporting researchers. These efforts have pointed out to be successful and it was fortunate that reports on recent success were communicated in the event. Thus, the award was a recognition of all the work that contributed to our success. Now we can celebrate, next week we have to take further steps in our work.

More blogs to come …

Bringing Learning Toolbox to wider use in training for construction sector

November 5th, 2018 by Pekka Kamarainen

Last week I returned from my long sick leave. And I had immediately the possibility to attend a working meeting at the training centre Bau-ABC Rostrup. With this training centre we had worked in the EU-funded Learning Layers project many years to develop digital tools to support work process -oriented learning. During the project we reached the stage that Learning Toolbox (LTB) was ready as a viable product to support training and learning processes. The pilot testing in the final phase of the project proved that trainers and apprentices can use the toolset in their training processes. Yet, there were several practical issues that slowed down a wider use of the LTB. Thus, the trainers that had been involved in the pilot testing kept on using the toolset but a wider use was delayed.

Now, in our meeting last week we were facing a new situation. In the meantime most of the hurdles had been overcome and there was full confidence among all parties involved that LTB can be introduced in the apprentice training of Bau-ABC for all trades, Now the pioneering trainers, the management/administration representatives and the LTB developers were discussing, how to support a full-scale implementation of the toolset. From this perspective there was a need to harmonise the use of LTB stacks across the trades and to ensure effective ICT support. Secondly, there was a need to create awareness of good practice in different trades and to share experiences across the trades. In this context the presence of us – researchers from the research institute ITB – was relevant, since we are working in TACCLE projects that support training of trainers and we can draw upon the work in Bau-ABC.

WS-participants 1WS-participants 2WS-participants 3

Insights into the uses of LTB to support training in different trades

Here it is not possible to give a complete overview of all the examples that were presented by Bau-ABC trainers representing different trades. Below, I have selected exemplary cases that show, how the use of LTB had been incorporated into the the work process -oriented learning projects of Bau-ABC apprentices:

  1. Pipeline-builders (Rohrleitungebauer) were using LTB to draft joint plans, how prepare the grounds for the pipelines. Instead of just doing the spadework individually, they made their plans as teams – they divided the tasks and allocated responsibilities for controlling.
  2. Road-builders (Strassenbauer) had prepared a comprehensive overview of the machines provided by the company W&N with nutshell versions of users’ guides (based on the original materials).
  3. Tilers (Fliesenleger) had prepared a comprehensive overview of technical tools that were used in their trade with links to the instructions provided by the manufacturers.
  4. Construction plant operators (Baugeräteführer) had prepared electronic forms as checklists for the inspection of the vehicles before starting to use them. Only after completion of the form and reporting that the vehicles were in order the operators got clearance to start working.
  5. Carpenters (Zimmerer) had been working in a joint project “WorkCamp GreenHouse” with other training centres in Germany. In the project they had developed several modules for ecological construction work (focusing on their trade and the use of materials). In this project they had used LTB as a common toolset and developed a common project plan structure to guide the creation of mother stacks and daughter stacks.
  6. In the area “Health and Safety” (Arbeitssicherheit und Gesundheitsschutz) trainers from different trade had worked together to shape a common stack structure that presents the overarching regulations and the local instructions in the training centre. Within this structure different trades had the possibility to present trade-specific content (e.g. concerning their trade-specific personal safety outfits).
  7. In all trades the apprentices (Auszubildende) were using the LTB to upload photos as progress reports on their work and learning in the projects. The trainers used specific background colours for the tiles that documented apprentices’ work.

LWM-stacks 1LWM-stacks 2LWM-stacks 3

The relevance of the recent progress for apprentice training and vocational learning

If the points that I have listed above are taken only as separate inputs with dedicated tools, it would not appear very “revolutionary”. But the essence of the recent progress is that the trainers are working with an integrative digital toolset – the LTB. They have already used LTB for giving instructions and worksheets for apprentices’ projects. Now, with these newer features the range of using LTB in working and learning contexts is expanding. And – as already mentioned – the trainers are themselves leading the innovation and sharing experience with each other. Moreover, for the apprentices the use of LTB is not just a matter of receiving instructions and reporting of the completion of their tasks. As we have seen it from the examples, the use of LTB requires from them a holistic view on their projects and a professional attitude to completion of the tasks. This has been the spirit of working with the LTB in Bau-ABC.

Now, at this stage we were happy to see that Bau-ABC is organising the wider use of the LTB independently of externally funded projects and within its own organisational frameworks – in collaboration with the LTB developers. And, moreover, Bau-ABC is looking for ways to spread the use of LTB across its professional networks. As we see it, the work of the Learning Layers project bears fruit! We – as accompanying researchers – are happy to observe this also in the future.

More blogs to come …

Remembering Jenny Hughes – Part Two: Reflections on the TACCLE projects

October 31st, 2018 by Pekka Kamarainen

This post is a continuation of my previous post in which I gave a picture of my long-term cooperation with Jenny Hughes who sadly passed away last Sunday. When discussing different themes I mentioned that I would get back to the TACCLE projects in a separate post. This was not only due to the fact that the TACCLE projects have been the flagship projects in Jenny’s career and their continuation proves that they have been a success story. However important this may be alone, another argument is that I have authentic video material in which Jenny reflects the experience earlier TACCLE projects and outlines her plans for forthcoming projects. This discussion was recorded for another European project (Co-op PBL in VET) in 2012 but it was reused and republished couple of times in the context of the Learning Layers project. The introductory text below is based on my earlier blog of April this year. Let us give the floor for Jenny with this adapted text and the videos!

The continuing learning process through different TACCLE projects

The series of TACCLE projects started with the first TACCLE project (Teachers’ Aids on Creating Content for Learning Environments) that worked in 2008 and 2009. It prepared an E-learning handbook to support the e-learning competences of  classroom teachers. In the Taccle2 project the work was differentiated to address different subject areas and alongside them the primary education teachers. In the Taccle3 the emphasis on teaching programming and coding for school children. The  project Taccle4 focuses on developing materials and media to support continuing professional development of teachers and trainers in different educational sectors. The most recent project – Taccle5 – focuses primarily on the field of vocational education and training (VET). As the following two interviews were recorded already in 2012, so the it was not quite clear, in what order the successor projects would come up, but the vision was clear – this work merits to be continued.

And the story goes on …

As I have indicated above, the series of Taccle project was continued to a somewhat different direction than anticipated in the video interview above. The next theme (and target group) to be picked up after the subject teachers in Taccle2 pointed out to be teaching coding in primary schools (Taccle 3). This was a clear response to new educational priorities at European and national levels. The theme ‘continuing professional development of teachers’ (Taccle4) was an urgent need because the resources of Taccle partners were not sufficient to meet the demand for Taccle courses. And finally, the field of VET was taken up in the Taccle5 project.

As we sense it from the videos, Jenny had put her heart and soul into the work in these projects. She learned a lot, how to bring these new competences to teachers in such a way that they became owners of their own learning. She also learned. how to meet the demands of the time. In Taccle1 it was necessary to work with hard copy book to get the teachers on board. In Taccle2 it was necessary to move to an online platform in order to manage the multiple contexts. In Taccle3 it was necessary to bring the coding specialists into work with teachers. All this required learning and mutual adjustment.

As I have said it earlier, we have lost Jenny but we have learned a lot of her and we can work further in the same spirit.

More blogs to come …

 

Identity transformation and Industry 4.0

August 8th, 2018 by Graham Attwell

Here are the slides from a presentation I gave at the Bundeswehr BildungsKongress In Hamburg last autumn. The theme of session was Industry 4.0. I think the ideas we have developed on identity transformation in the EmployID project which fosused on work with Public Employment services meet the challenges being posed by German Vocational Educati0n and Training researchers aorund moves towards Industry 4.0.

Four domains of learning

August 6th, 2018 by Graham Attwell

four development domaninspng

I came upon this text today when I was seeking to extend on an article I was writing that included the idea of learning in four domains. It was produced, I think, for the EmployID MOOC on the Changing World of Work and was probably written by Alan Brown and Jenny Bimrose.Sadly, I was so tied up with producing my own materials for the MOOC and didn’t get to read all of the other peoples. But at a time when there is a growing need to question to division between humanities and technical subjects, I think this offers a good way forward.

Relational development – learning with and from interacting with other people

A major route for relational development is learning through interactions at work, learning with and from others (in multiple contexts) and learning as participation in communities of practice (and communities of interest) while working with others. Socialisation at work, peer learning and identity work all contribute to individuals’ relational development. Many processes of relational development occur alongside other activities but more complex relationships requiring the use of influencing skills, engaging people for particular purposes, supporting the learning of others and exercising supervision, management or (team) leadership responsibilities may benefit from support through explicit education, training or development activities.

Jack from the UK had switched career and now who worked as a carer. From the outset Jack learned much about his work from engaging with residents in the care home as well as learning from other staff. He had received letters from residents expressing their gratitude, which had boosted his confidence. His manager encouraged him to become a trainer in the care home, and although nervous and unsure he delivered the training and his self-efficacy increased.

Cognitive development – acquiring knowledge and thinking skills

A major work-related route for cognitive development involves learning through mastery of an appropriate knowledge base and any subsequent technical updating. This form of development makes use of learning by acquisition and highlights the importance of subject or disciplinary knowledge and/or craft and technical knowledge, and it will be concerned with developing particular cognitive abilities, such as critical thinking; evaluating; synthesising etc.

Bernard, a Czech automotive worker, participated in a short internal company technical training programme which positively surprised him in terms of practical outcomes and motivated him to actively work on his vocational development. ‘You had to know your stuff, the trainer was extremely competent, he knew his field very well, but sometimes I had difficulties to follow him. Anyway, it was really done by professionals who knew their stuff, and I appreciated it very much. I was very satisfied. I learned lots of things that were later very useful for my work […] It was very interesting to meet people from a completely different and a rather specialised area. I learned a lot of things and I was proud of it. I think this was the moment that made me change my attitude towards learning. I became much more curious.’

Practical development – learning by doing, by experience, by taking on challenges

For practical development the major developmental route is often learning on the job, particularly learning through challenging work. Learning a practice is also about relationships, identity and cognitive development but there is value in drawing attention to this idea, even if conceptually it is a different order to the other forms of development highlighted in this representation of learning as a process of identity development. Practical development can encompass the importance of critical inquiry, innovation, new ideas, changing ways of working and (critical) reflection on practice. It may be facilitated by learning through experience, project work and/or by use of particular approaches to practice, such as planning and preparation, implementation (including problem-solving) and evaluation. The ultimate goal may be vocational mastery, with progressive inculcation into particular ways of thinking and practising, including acceptance of appropriate standards, ethics and values, and the development of particular skill sets and capabilities associated with developing expertise.

Davide, an Italian carpenter, saw learning as a practice-based process driven by curiosity, a spirit of observation, and trial and error. A major role was played by his passion for the transformation of matter, which he perceived as an almost sacred event: ‘It really struck me to see that from a piece of wood one can create a piece of furniture’.

Emotional development – making sense of your own feelings and how others feel 

For emotional development, the major developmental routes are learning through engagement,  reflexiveness that leads to greater self-understanding, and the development of particular personal qualities. Much emotional development may occur outside work, but the search for meaning in work, developing particular mind-sets, and mindfulness may be components of an individual’s emotional development. Particular avenues of development could include understanding the perspectives of others, respect for the views of others, empathy, anticipating the impact of your own words and actions, and a general reflexiveness, which includes exploring feelings. Identity development at work may also be influenced by changing ideas individuals have about their own well-being and changing definitions of career success (Brown & Bimrose 2014).

Henrik from Denmark switched career, moving into caring and developed a new relationship with his work, which he found much more emotionally engaging. While studying for his skilled worker qualification, Henrik immersed himself in individual assignments of his own choice. In one assignment, he developed a ‘product’ to help improve a pupil’s ability to communicate, an ability which was being lost due to a rare disease. When Henrik talked about the assignment he was very engaged and showed insight into the syndrome. Because the assignment was closely related to his experience and practice, he saw meaning in undertaking it: ‘It was as though there was a circle I could complete on my own.’ He received a top grade for the assignment, and it is evident that positive learning experiences and the perception of entering into learning processes that are meaningful to his life and work situation are strong motivating factors in his engagement in further learning.

Back to Tampere – Back to the Work Research Centre (WRC)

June 9th, 2018 by Pekka Kamarainen

In my previous post I reported on my participation in the international conferences organised by Stockholm University in the beginning of May 2017 and 2018. In the middle of May I had another trip – this time to my old home town Tampere, Finland and to my old institute – the Work Research Centre (WRC) of the University of Tampere. It so happened that the WRC was celebrating its 30th anniversary and I had been one of the founding members. So, this was going back to the roots and via a long journey down the memory lane.

I was particularly happy to attend this event because 30 years before I had missed the founding festivities due to clash of dates with some other obligations. Also, I was looking forward to this event, since my ex-colleagues had asked me – half a year before – to write a text on the founding phase of the WRC for a national event that took place in Tampere. At that time I could only send the text, not knowing how it will be used and in what kind of setting it will be presented. So, I was exited to see, what had happened with my old institute, how many friends of  old I would meet and who are the champions of the younger generation that are continuing the work. But let us go back to the memories before we get to the event.

“How it all started” – what did I write down

The colleagues had asked me to write a text on the founding phase, because they new that I had been involved in a preparatory planning initiative  (1986-1987) and that this particular initiative did the seeding work that led to the decisive steps in 1988. For me this was of fundamental importance, because that planning task was my first job after graduation. And after the founding of the WRC I worked as a semi-senior researcher for laying the foundations for research on “Education and Working Life”. This work took me first to Nordic (Scandinavian) cooperation (1988-1992) and to European cooperation (1991-1994). In this process I got deeper involved in research in the field of vocational education and training (VET). And then, at the advent of the Finnish EU-Membership I was sent as a national seconded to the European Centre for the Development of Vocational Training (Cedefop), which at that time was located in Berlin. And after Finland joined EU, I got a job in Cedefop as a temporary official of EU and moved with Cedefop to Thessaloniki, where it was relocated in 1995. (And after my time in Cedefop I ended up – via a transitional phase – to my present job in ITB, University of Bremen.)

What could I then bring into discussion on the founding phase – having been there a relatively short while and then having been so many years elsewhere. Probably the best service I could do was to reconstruct the history of creation of the WRC as an achievement of an innovative movement that sought to upgrade the standing of research on working life in  the university structures and to stimulate interdisciplinary cooperation in theory and practice. Firstly this was sought by planning an interdisciplinary post-graduate Master programme for R&D in working life. In the planning of this concept I did my best to pass information on similar initiatives in Scandinavia and in Germany. Moreover, I tried to pass information policies and innovation programmes to improve quality of working life (LOM in Sweden and Humanisierung der Arbeit in Germany). Whilst, the post-graduate Master programme was not picked up as such, the idea to strengthen the institutional status of research on working life was taken seriously. At that time a new government coalition was being forged and the trade unions were heavily in favour of stronger support for specific research activities on working life. Also, the new management of the University of Tampere understood, what was coming up. Therefore, a decision was made to strengthen research on working life throughout the university faculties and to set up a special research unit – the WRC.

Whilst there were many processes that contributed to the founding of the WRC, the relatively young researchers who started there with project funding, had to develop the patterns of work and the modes of cooperation from scratch. But, for creative young researchers this was a source of inspiration rather than a factor of demotivation. And, given the strong winds from research policy and the support from Social partners, several flagship projects were launched already in the early years. Some of them were intensively working with the Social Partners – in particular the action research projects on quality of working life in municipal organisations or on the modernisation of work processes in textile and clothing industries. In the long run these projects provided the basis for a research tradition that has been continued later on. This was my message.

How was it received – reflections on the event in Tampere

I arrived early, so the first thing that I saw was a poster exhibition – consisting on three major posters. In the first one there was a brief description on the founding of the WRC with several photos of the early years. In the second one was my text nicely lay-outed. In the third one was a specific history of the action research projects with photos from different project generations.

When the event started, there was s short welcoming address on behalf of the University of Tampere, then some music played by a band consisting of young professors and researchers. Then, the interim manager Sirpa Syvänen (already involved in the earliest action research projects) gave a speech on the development of WRC. The very way that she relied – explicitly – on my text and drew upon the analysis when continuing to the newer phases – that gave me a good feeling. The researchers of WRC were telling their own history, how they made the WRC sustainable via their own work. And this was mirrored by a young researcher who reflected, how WRC could develop in the future.

Then, the event moved to a phase of two successive slots of parallel workshops, During the first slot I attended the workshop on dialogical innovation projects – referring to the flagship project “DINNO”. Here I was pleased to see that these projects are built on wider networks – involving other research institutes alongside WRC and involving regional universities of applied science (when the training of healthcare professionals is concerned). In the second slot I attended a workshop that discussed myths and facts on modern employment relations. Here the speakers were professors and researchers from the Faculty of Social Sciences – with affiliation with the WRC. They were referring to projects using national and Nordic statistics. Here I was pleased to see that the boundaries between the WRC and the faculty departments were easy to cross and that practical cooperation was everyday life practice.

At the end of the event the recently appointed new director of the WRC – a newcomer from a neighbouring university – was presented and she gave the concluding speech with a commitment to continue the good work in such a collaborative spirit as had been demonstrated in the event.

I guess this is enough of my memories and of this very special event. I was happy to see that I had been able to contribute something special for the preparation of the event. And I was even happier that the WRC could proudly celebrate itself as a thirty-year old research unit that had been built and carried on by project-based researchers relying on their own competences and on collaborative spirit. We agreed to stay in contact and I am looking forward to next encounters.

More blogs to come …

 

Peer production and open peer review

April 13th, 2018 by Graham Attwell

I get a lot of notifications about various journal publications. Most are not particularly interesting and in reality, are what might be called academic spam. But I was interested recently to get an email telling me of the publication of a a new edition of the Journal of Peer Production. The Journal says their focus is on

peer production as a mode of commons-based and oriented production in which participation is voluntary and predicated on the self-selection of tasks. Notable examples are the collaborative development of Free Software projects and of the Wikipedia online encyclopedia.

Through the analysis of the forms, operations, and contradictions of peer producing communities in contemporary capitalist society, the journal aims to open up new perspectives on the implications of peer production for social change.

The latest addition of the journal showcases a wide variety of case studies in cities from different geographies of the Global North and Global South namely Barcelona, Berlin, Brisbane, Brussels, Ciudad Juárez, Dhaka, Genoa, London, Melbourne, Milan, New York, Paris, Rosario.

But what particularly interested me was the jounal’s review procedure:

There are eight case study research papers which have been peer-reviewed and revised through the particularly transparent review process of JoPP (i.e. for each of the peer-reviewed papers the originally submitted version, the reviews and the final feedback of reviewers on the revised version are made public) and four experimental contributions that have been reviewed by the special issue editors. The experimental pieces follow a less rigorous and more playful format, an interview with commentary, a dialogue, a call for participation, and an open-ended online article. They all invite us, the readers, to follow up their stories in dedicated online venues, or even in face-to-face meetings, and participate in the form of peer production that they advocate for.

I am not sure about the “less rigorous and more playful” format (and am not sure that this is a necessary trade off). But for some time now, I have been arguing in favour of a more open (and transparent) review procedure. Personally, I would welcome the opportunity for more dialogue around reviews I have written. I think this could be implemented without abandoning the process of blind reviews. And making reviews open would also provide valuable learning materials for reviewers. Sometimes I really doubt my own judgement when undertaking reviews. Just seeing the reviews in the Journal of Peer Production have made me more confident about the quality of feedback I provide for authors.

Taking further steps with the TACCLE4-CPD project – Part Three: Mapping the approaches and contributions of parallel ITB projects

March 16th, 2018 by Pekka Kamarainen

With my two latest blogs I have been started a series of  posts with which I want to take further steps with the ongoing EU-funded TACCLE4-CPD project. In the first post I gave a nutshell description, how our institute (Institut Technik & Bildung, ITB) positions itself in the current TACCLE project as the partner responsible for the field of vocational education and training (VET). With the next post I summarised the legacy of the predecessor project Learning Layers (LL), and how we have been able to continue the work with the Learning Toolbox (LTB) – the main result from the LL Construction pilot – in its successor activities. With this post I will give a brief overview on the neighbouring ITB projects that focus on introducing digital media and web tools in the field of VET and on training of teachers and trainers.

Mapping the neighbouring projects – what for?

We started our discussions on the approach that ITB should take in the TACCLE4-CPD project with the question, how we could at best support for continuing professional development (CPD) activities in the field of VET. Our earlier activities in the LL project had brought us quite far in a strong multiplier-organisation in the construction sector (the training centre Bau-ABC Rostrup). Also, in the follow-up activities we had been able to witness, how practitioners in VET are ready to use the Learning Toolbox (LTB) in different contexts. Yet, we were short of an overview, what else is going on in projects that promote the use of digital media and web tools to support vocational learning and/or (informal) learning in organisational contexts. In order to fill this gap I interviewed several of my ITB colleagues and prepared a similar moodle-based overview as I had done on the training activities in the LL project and on the shaping and further use of the Learning Toolbox. The newest overview has the title “Digital Media, Web Tools & Training of Trainers – Overview of current projects alongside TACCLE4-CPD” and can be accessed via the following link (using the guest login):

http://moodle.itb.uni-bremen.de/course/view.php?id=14

Below I will give brief characterisations on the projects that I have explored and on their neighbourhood relations with the ongoing TACCLE4-CPD project.

Research-intensive projects with focus on the pedagogy of VET and workplace learning

The exemplary projects for this theme are in particular the following ones:

  • The DieDa project studies empirically, how patterns of self-organised learning are developing in continuing vocational training for ecological construction work (and in parallel cases of CVT provisions in other sectors).
  • The INTAGT project studies vocational learning and issues on health & safety in companies that introduce ‘Industry 4.0’ and draws conclusions for the development of VET provisions.

With these projects I experienced the closest neighbourhood relation to TACCLE4-CPD and also the greatest interest to work with the Learning Toolbox (LTB) as support for training the trainers.

Support for digital strategies and creative learning designs in vocational schools

The exemplary projects for this theme are in particular the following ones:

  • The STRIDE project supports the development of digital strategies in partner schools in Ireland, Italy, Turkey and Poland. The partners from Germany (ITB) and Spain serve as expert partners that coordinate the studies and the training workshops.
  • The RISE project promotes Design thinking and creative learning arrangements in vocational schools. The three partner schools and three expert organisations from Germany (ITB, Wilhelm Wagenfeld Schule), Spain and Slovenia develop concepts of ‘social enterprises’ and ‘innovation hubs’ to promote such concepts and validate the ideas in several workshops.

With these projects the working concepts are somewhat different but there are common interests – also concerning the use of the Learning Toolbox (LTB).

Support for learning and knowledge processes in specific occupational contexts

The exemplary projects for this theme are the following ones:

  • The NABUS project for supporting training in ecological construction and renovation work.
  • The MeMoApp project for supporting the use of mobile apps and digital tools in the logistic and transport occupations.
  • The LiKa 4.0 project for promoting innovation transfer from the previous Kompetenzwerkstatt projects to craft trades.
  • The LaSiDig project for promoting health and safety awareness in the logistic and transport occupations.

Here the projects were rather heterogeneous and some of them were at the beginning stage, whilst others had very dedicated software solutions. Therefore, further talks were needed to clarify the cooperation prospects.

I guess this is already enough for a first look at the neighbourhood. I will get back to most of the projects in April to specify, how we can develop further cooperation.

More blogs to come …

  • Search Pontydysgu.org

    News Bites

    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.


    Robots to help learning

    The TES reports on a project that uses robots to help children in hospital take part in lessons and return to school has received funding from the UK Department for Education.

    TES says “The robot-based project will be led by medical AP provider Hospital and Outreach Education, backed by £544,143 of government money.

    Under the scheme, 90 “tele-visual” robots will be placed in schools and AP providers around the country to allow virtual lessons.

    The robot, called AV1, acts as an avatar for children with long-term illnesses so they can take part in class and communicate with friends.

    Controlling the robot remotely via an iPad, the child can see and hear their teacher and classmates, rotating the robot’s head to get a 360-degree view of the class.

    It is hoped the scheme will help children in hospital to feel less isolated and return to school more smoothly.”


    Gutenburg

    According to developer Gary Pendergast, WordPress 5, Gutenberg, is nearing release.

    Pendergast says: “As the WordPress community, we have an extraordinary opportunity to shape the future of web development. By drawing on the past experiences of WordPress, the boundless variety and creativity found in the WordPress ecosystem, and modern practices that we can adopt from many different places in the wider software world, we can create a future defined by its simplicity, its user friendliness, and its diversity.”


    Adult Education in Wales

    Learning and Work Institute is organising this year’s adult learning conference in partnership with the Adult Learning Partnership Wales. It will take place on Wednesday, 16 May 2018 at the Cardiff City Stadium.

    They say “Changing demographics and a changing economy requires us to re-think our approach to the delivery of learning and skills for adults. What works and what needs to change in terms of policy and practice?

    The conference will seek to debate how can we respond to need, grow participation, improve and measure outcomes for citizens, and revitalise community education.”


    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 @JWI_Berlin In our call for papers for the 2nd Weizenbaum Conference (16-17 May) we seek contributions that help to steer self-determined digital transformation in digital education, digital work, and digital life. Submissions due 5 January 2019. Find out more here: weizenbaum-conference.org pic.twitter.com/kFATlcYonb

    About a day ago from Cristina Costa's Twitter via Twitter for iPad

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories