Archive for the ‘Learning Layers’ Category

Start of Learning Toolbox pilots in Bau-ABC – Part Three: Technical issues, requests and ideas for further development

April 7th, 2016 by Pekka Kamarainen

In my two previous posts I have blogged about pilot activities with Learning Toolbox (LTB) in the context of our EU-funded Learning Layers (LL) project. In the first post I reported of the Kick-off event in the training centre Bau-ABC (on 14.3.2016). In the second post I reported on our recent follow-up visit (5.4.2016) with emphasis on progress reports in the pioneering groups and on plans to get new groups and learning areas integrated into the piloting. With this final post I focus on technical issues, requests for improvements and on ideas for further development of the tool.

Technical issues

At the moment the WLAN provides rather limited opportunities for using LTB in Bau-ABC. Partly this is due to the weak infrastructure provided by Deutsche Telekom to the area of Rostrup. This issue has been taken up by Bau-ABC to get the services improved – given the nation-wide importance of their training. Given these limitations, the capacity of the WLAN is not ideal. Yet, the colleagues are trying to adjust their settings in such a way that the pilot groups could work with LTB without interruptions. This is subject to internal discussions in Bau-ABC.

Requests for improvements

As we see it, there will be some new trades that could join in the pilot and there is a chance to work with the transversal learning area ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). This will increase the number of stacks and make the search processes more complicated. In general, the searches could be facilitated by using project titles, group numbers and domain-specific tags as keywords for search. However, if the apprentices are expected to type themselves correctly spelled terms, this will be a hurdle. For apprentices it would be practical to navigate from a menu of the main occupations to the ‘parent stacks’ (in that occupation) and then to recommended tags (this requires efforts from the LTB developers and from the trainers).

At the moment LTB doesn’t provide an online tutorial. This would be appreciated very much. (The ITB and Pont team took this issue as homework.)

The trainers had observed that the apprentices do not notice that they have got new messages if there is no alarm tone alerting them to the fact. This would be a major improvement.

Ideas for further development

The trainers in Bau-ABC are constantly observing the emergence of new apps in their trades. One of the newest newcomers is the BaustellenApp (www.baustellenapp.com) for the road-builders (Strassenbauer) and for the construction site managers in this trade. It is worth checking if this can be linked to LTB.

Also, there is an interesting development in the protection of hearing. The newest earmuffs are equipped with technologies that can pick wireless signals and convert them into audio messages. Thomas Weerts can give more information.

These were some of the issues  were taken up in our latest discussions. As I see it, they give a picture of the constraints, practicalities and possibilities with the current pilots using the Learning Toolbox (LTB). We will continue the monitoring of the pilots and take further steps to engage more users in a short while.

More blogs to come …

 

Start of Learning Toolbox pilots in Bau-ABC – Part Two: Feedback during a working visit to Bau-ABC

April 6th, 2016 by Pekka Kamarainen

On Tuesday the 4th of April we had an interesting working visit in Bau-ABC in the context of our EU-funded Learning Layers (LL) project. I, Lars Heinemann (both from ITB) and Martina Lübbing (from Pontydysgu) were on a whole-day visit in Bau-ABC to collect feedback and situation assessments after the first weeks of piloting with the Learning Toolbox (LTB) (see my previous post). In addition we discussed several initiatives to support the pilot activities during the LL project and afterwards. Below I try to give an account on the points and working issues that are most relevant for the whole LL project.

Building upon the work of the pioneering trades

During our visits in the working areas got a picture how the Bau-ABC trainers had experienced the first weeks of the pilots and how to support the next steps. With the pilot group of carpenters (Zimmerer) the LTB had been received well and also apprentices from other groups had shown interest. (However, this other group is right now preparing for interim examinations, so therefore an introduction of LTB would not be well-timed and can at best take place in the autumn.) The pioneering group will shortly return to Bau-ABC and work in another trade – with the bricklayers (Maurer). This cooperation has been built in into the preparation of the stacks for this pilot group and the trainers (Lehrwerkmeister) Markus Pape and Kevin Kuck have been working together.

A similar possibility is available with the pioneering group of well-builders (Brunnenbauer) which is now having a school period in the same area and then switch to work with the trade of machinery and metalworking (Maschinen- und Metalltechnik). In order to support the use of LTB in that period the pioneering Lehrwerkmeister Lothar Schoka volunteered to contact his colleagues in that trade and advise them on preparing similar LTB stacks for their trade.

Integrating new trades and learning areas into the pilot with LTB

On our visit to the working area of road-builders (Strassenbauer), pipeline-builders (Rohrleitungsbauer) and sewage builders (Kanalbauer) we explored new possibilities to extend the pilots. One of the experienced trainers, Stefan Wiedenstried, is now for the moment working with the pipeline builders and expressed his interest to prepare similar stacks for that trade as his colleagues had done in other trades (and Gilbert Peffer for the road-builders before the kick-off event). In a similar way, the shop steward for health and safety (Sicherheitsbeaftragte) Thomas Weerts expressed his interest to prepare stacks for health and safety instructions for apprentices in Bau-ABC. This learning area was already discussed on an earlier working visit of LTB developers in Bau-ABC in February. Now we have a chance to take this initiative further.

Support measures and further activities

Alongside these talks we discussed the need to update the user’s manual for LTB (originally written by Jaanika Hirv during her internship period in Bau-ABC during November-December 2015). In addition we discussed the need to prepare online instructions  (as a tile or as a stack) that would be easily accessible in the LTB. The ITB-Pont team took this issue with it as homework. As a further step we had discussions on the prospect to start a new cycle of “Theme room” training in Bau-ABC and to introduce the work with LTB as a new theme. Here we expect Bau-ABC to have internal discussions and then we can start preparing the new cycle in greater detail.

I think this is enough of the general picture. We also took up several working issues on the infrastructure, access problems and proposals for improvements. I will discuss some of these in my next post.

More blogs to come …

 

 

Start of Learning Toolbox pilots in Bau-ABC – Part One: The Kick-off event 14.3.2016

April 3rd, 2016 by Pekka Kamarainen

On Monday the 14th of March we experienced a great day for our EU-funded Learning Layers (LL) project. We had the kick-off event of the piloting with the Learning Toolbox (LTB) in Bau-ABC (the training centre for construction sector in Rostrup). On the whole, this was a manifold event with different sessions and different activities (with focus on tool development, implementation in different trades and evaluation measures). And, moreover, the event was organised as parallel activities in two trades – the carpenters (Zimmerer) and the well-builders (Brunnenbauer). In this post I try to give some first-hand impressions on the sessions with the group of carpenters (and complement them with some remarks on the parallel group of well-builders). I know that the evaluators from the LL team of the University of Innsbruck (UIBK) will give more detailed accounts on these sessions and on their recordings on the talks with apprentices. From my perspective it is important to get a picture on the process that was kicked off with the Learning Toolbox (LTB) to be used by the apprentices.

Introduction of the Learning Toolbox (LTB) in the group of carpenters (Zimmerer)

In the group of carpenters we (the LL project partners) had firstly the chance to present the Learning Toolbox as an integrative toolset to be used in the forthcoming training projects of the apprentices. Gilbert Peffer presented the essentials and then the apprentices installed the LTB apps on their smartphones. Then the trainer of carpenters, Fidi Bruns explained the training project of the next few weeks for the group. After this session and a break, the other trainer of carpenters, Markus Pape, gave an overview of the parent stack and of the daughter stacks that he had prepared for the project. After these introductory sessions we had a group discussion with the carpenter apprentices  (recorded by the UIBK colleagues). In this discussion the apprentices felt very positive about the new toolset and on the prospect to use digital media and web resources in their projects. In a similar way they were keen to get the LTB to work on their devices. They were also pleased to participate in instant debugging talks in the cases in which the installation caused problems.

 Introduction of the Learning Toolbox (LTB) in the group of well-builders (Brunnenbauer)

In the parallel group of well-builders the introduction of LTB had already taken place one week before and the project using LTB had already been started. Yet, there was some need for assistance in the installation as well as real-time debugging. Also, the approach in developing project-related stacks was somewhat different – instead of shaping a parent stack and daughter stacks the well-builders were equipped with a set of thematic stacks that will be networked with each other.

 The way forward

During the event we had teams of ITB (accompanying researchers), LTB developers (RayCom, CIMNE) and evaluators (UIBK). In  addition we had as a special support agent Jaanika Hirv (TLU) who stayed one week in Bau-ABC to collect feedback from apprentices and trainers on their first steps working with the LTB. She reported this feedback with daily e-mails that were collected into a Google Doc. Then, in the second round, Gilbert Peffer and Jaanika had exchanges on these messages (in the same Google Doc). Summaries of the conclusions were then reported back on a German-speaking ‘hotline’ mailing list “LTB Pilot”. In my next posts I will report on a follow-up visit to Bau-ABC and then have a look at the working issues that have come up in our talks and e-mail correspondence.

More posts to come …

Mobile Learning – the Dream goes on

February 29th, 2016 by Graham Attwell

“What killed the mobile learning dream?” asks John Traxler in an article for Jisc’s Digifest. John goes on to say:

Mobile learning was e-learning’s dream come true. It offered the potential for completely personalised learning to be truly any time, anywhere.

ltbInstead, we’ve ended up with mobile access to virtual learning environments that are being used as repositories. So, in practice, students reading their notes on the bus.

He’s right but I am not sure his reasons are sufficient. The main problem John sees is that when early projects were developed into mobile learning, they were based on supplying participants with digital devices. This was expensive and limited the scale and sustainability of such projects. Now new initiatives are emerging based on BYOD (bring your own Device). This is more sustainable but raises its own questions.

Bring your own device, enabling students to use their own equipment, introduces more questions: is there a specific range of technologies they can bring, what’s the nature of the support offered, and have we got a network infrastructure that won’t fall over when 20,000 students turn up with gadgets? What kind of staff development is needed to handle the fact that not only will the students turn up with many different devices but tomorrow they’ll have changed to even more different devices?

All this is true. And as we prepare to roll out the trial of our Learning Layers project funded Learning Toolbox (LTB) application we are only to aware that as well as looking at the technical and pedagogic application of Learning toolbox, we will have to evaluate the infrastructure support. The use of Learning toolbox has been predicated on BYOD and has been developed with Android, iOS and Microsoft versions. The training centre where the pilot will take place with some 70 apprentices, BauABC, covers a large site and is in a rural area. Telecoms network coverage is flaky, broadband not fast and the wireless network installed to support the pilots is a new venture. So many issues for us to look at there. However in terms of staff development I am more confident, with an ongoing programme for the trainers, but perhaps more importantly I think a more open attitude from construction industry trainers to the use of different technologies than say from university lecturers.

The bigger issue though for me is pedagogy. John hints at this when he talks about mobiles being used to access virtual learning environments that are being used as repositories. The real limitation here is not in the technology or infrastructure but a lack of vision of the potential of mobiles for learning in different contexts. Indeed I suspect that the primary school sector is more advanced in their thing here than the universities. Mobile devices have the potential to take learning into the world outside the classroom and to link practical with more theoretical learning. And rather than merely pushing learning (to be read on the bus although I have never quite understood why mobile learning vendors think everyone travels home by bus), the potential is to create a new ecosystem, whereby learners themselves can contribute to the learning of others, by direct interaction and by the sharing of learning and of objects. Dare I say it – Learning Toolbox is a mobile Personal Learning Environment (at least I hope so). We certainly are not looking to replace existing curricula, neither existing learning technologies. Rather we see Learning Toolbox as enhancing learning experiences and allowing users to reflect on learning in practice. In this respect we are aware of the limitations of a limited screen size and also of the lack of attraction of writing long scripts for many vocational learners. This can be an advantage. Mobile devices support all kinds of gesturing (think Tinder) and are naturally used for multimedia including video and photographs.

So what killed the mobile learning dream. Lack of understanding of its true potential, lack of vision and a concentration of funding and pilot activities with the wrong user groups. That is not to say that mobile learning cannot be used in higher education. But it needs a rethinking of curriculum and of the interface between curriculum, pedagogy and the uses of technology. So the dream is not dead. It just needs more working on!

If you would like to know more about Learning Toolbox or are interesting in demonstration or a pilot please contact me graham10 [at] mac [dot] com

Possible use of Learning Toolbox in Bau-ABC training – three exemplary cases

February 22nd, 2016 by Pekka Kamarainen

Last week we had two working visits to the training centre Bau-ABC in the contexts of our EU-funded Learning Layers (LL) project. The aim of these visits was firstly to clarify, in what kinds of projects Bau-ABC trainers (Lehrwerkmeister) have planned to use Learning Toolbox (LTB) in the forthcoming pilot phase. Secondly we wanted to clarify what measures need to be taken to facilitate the Internet access in Bau-ABC. Thirdly we wanted to clarify, how to link third party apps or complementary tools to LTB to meet specific needs. The two latter points have been covered by internal notes. The first point merits public attention, therefore this blog gives a quick overview on the plans of Bau-ABC trainers.

During the two visits the Bau-ABC trainers presented three exemplary cases for implementing LTB in their training.  The first case (developed together with Lothar Schoka) focuses on apprentices projects in  trade of well-builders (Brunnenbauer). The second case (developed together with Thomas Weertz) deals with training materials and facilitation of learning in the transversal area ‘health and safety’ (Arbeitssicherheit und Gesundheitsschutz). During the second working visit a third case was brought to picture by Markus Pape and Kevin Kuck – a joint project of Carpenters (Zimmerer) and Bricklayers (Maurer).

a) The Brunnenbauer-pilot is adjusted to the start of a new group in Bau-ABC and the introduction of the LTB comes along with their induction to project-based learning. The use of LTB will not cover entirely the documentation of project work of apprentices (plans, reports, certificates) but will support it. The main thrust for the trainer is to provide support material (Zusatzmaterial, e.g. Extracts of relevant DIN-norms). Also, the work of apprentices can be supported with digital worksheets (lists of tools and materials) that can be produced with the help of apps made available via LTB. Here, the apprentices could present digital interim versions and get feedback before completing the projects. As a use-case for two-way communication, Schoka indicated that apprentices can produce and share photo sets of construction sites of their companies as eventual targets for on-site-visits of the whole group.

b) Concerning the theme “Arbeitssicherheit und Gesundheitsschutz”, the competent body in the construction sector (BG Bau) has produced a comprehensive set of modularised reference materials (Baukasten) and a special program for young craftsmen. In addition to these, Bau-ABC uses a special compendium for trainers (KomPass). These materials are available on the net. In addition, in each of their projects the apprentices are required to fill a risk analysis form regarding possible occupational hazards with the tasks (Gefährdungsbeurteilung). The advantage of using LTB with this theme is that it enables delivery of compressed information (checklists, extracts of information sheets, model solutions with feedback) as well use of Quiz tools (ordinary quiz or detecting errors).

c) The joint project of Zimmerer and Maurer was based on the traditional technique of building houses with wooden frames and brick walls (Fachwerkhaus). Bau-ABC projects with smaller constructions using that technique serve as cooperation exercises between these two trades. By using LTB and creating a joint stack it is possible to

  • give an overview on the common project (as a whole),
  • on related standards,
  • to distribute the tasks between the trades
  • to organise the boundary-crossing exercises of Zimmerer and Maurer in each others’ tasks and to
  • coordinate the collaboration between the two trades.

After these working visits we are heading towards the pilots in the coming weeks and arranging the necessary support. We will report more on the pilots when we take further steps with the implementation.

More blogs to come … 

LL Consortium meeting in Innsbruck – Part Three: Presenting exploitation initiatives

February 8th, 2016 by Pekka Kamarainen

Last week our EU-funded Learning Layers (LL) project had its consortium meeting in Innsbruck.  In the previous posts I discussed firstly the ‘warm-up’ event with  Austrian clusters/ networks and secondly our project meeting and its general results. In this post I will discuss the results of the exploitation sessions (presentations and bilateral talks).

1. The setup of the exploitation sessions

As I had indicated in the previous post, we had firstly a general introduction to the exploitation model that served as a reference model. We also agreed to work towards a jointly agreed ‘exploitation manifesto’ that helps us to settle the IPR issues. With this preparation the partners were invited to present their exploitation plans and/or intentions. A major part of the session was dedicated to the presentations of partners (or groups of partners), altogether 15. Then, on the next day we had a special session for bilateral or trilateral ‘matchmaking talks’ (on the basis of expressions of interests indicated during the first session).

2. Contributions of the Construction sector partners

2a) The presentation of ITB/Pont (Bremen) & Bau-ABC teams highlighted firstly some key questions for the LL project and then a further challenge for follow-up activities. It also gave an overview on tools and services developed so far. Based on this background the presentation drew then attention to two kinds of emerging R&D projects:

  • The DigiProB project as a spin-off from LL in the context of Continuing Vocational Training (CVT). The technical challenge is to reuse/repurpose an integrative toolset to support Personal Learning Environments of CVT participants. The social challenge is to support individual learners (who are learning alongside work) with the aim to demonstrate with work-related projects that they have acquired higher (managerial) qualifications in construction sector.
  • The “Bauen 4.0″ has been selected as a recognised cluster initiative and is invited to submit specific project proposals. One of the initiatives discussed in the cluster meetings is a project for incorporating know-how on Building Information Modelling (BIM) to the CVT schemes for advanced construction craftsmen in carpentry and woodwork (Holzbau). Here we see a chance to make use of LL tools.

Alongside these examples we presented two cases in which the integrative toolset Learning Toolbox can be brought into collaboration and exchanges with third party software/services (who were affiliated with construction sector stakeholders).

  • Pontydysgu had been contacted by Construction Excellence Wales, Construction Industry Training Board and a consortium of four FE colleges with interests in the Learning Toolbox. In particular there was an interest to link the LTB with the e-learning environment that had been developed by the FE colleges for construction sector apprentices.
  • Bau-ABC had been contacted by a new company that continues the prior work of a company that had been producing handbooks for well-builders. The new company focuses on developing mobile apps and digital contents. This company will launch its products during February 2016 and is already making contacts with key players in domain-specific education and training.

 2b) The presentation of Bau-ABC: The Bau-ABC team had prepared a separate presentation in which they brought forward their interests in further development and promotion of LTB. In this respect the presentation summarised the immediate benefits for individual users (urgencies for developers), the benefits for Bau-ABC as training provider and multiplier and the prospects for cooperation between Bau-ABC and the developers of LTB and related LL tools and services. In this way Bau-ABC outlined the working perspectives with which it positions itself on the “Exploitation map” to be drawn later.

3. The bilateral talks

After the presentation session our requests for bilateral talks with other presenters (with eventual topics to be discussed) were collected. Then a similar ‘world café’ session was organised as in the warm-up event. We had four tables for rotation but this time no fixed ‘table hosts’. Instead, we were rotating with uneven opportunities for the talks. In some sessions we participated as wider groups, in some sessions as individuals. At some point we were interrupted by fire alarm and the whole building was evacuated to an outdoor meeting point. (The fire was put out promptly, the fire brigade just needed to check the situation and that the smoke was properly ventilated. Yet, this all took that much time that we couldn’t properly complete the session.)

At this point it is not necessary to report on all bilateral talks in which I/we were involved. Some of them focused on very specific questions and very particular interests. Some were talks on emerging ideas for future projects that need further conversations. In addition – due to the interruption – we didn’t have a chance for some talks that we had on our list. Therefore, it have prepared a list of topics for further talks to be continued at a later date:

  • ‘Cross-sectoral’ talks on the uses of LTB (and other LL tools) taking into account prior work with nurse education and nurse education networks in Germany and England.
  • ‘Cross-institutional’ talks on the use of LTB and other LL tools/services to support problem-, project- and practice-based learning in vocational education and training (VET) and/or Vocational Higher Education (notably in Germany, Estonia and Austria).
  • ‘Cross-curricular’ talks on the use of LTB and other LL tools in the activities of vocational teacher education/ training the trainers (notably in Germany and in Austria, e.g. the partners of the pre-event).
  • ‘Sustainability’ talks with LTB developers on their new organisational initiative and the role of R&D initiatives.
  • ‘Scalability’ talks on the experience with the ‘Theme Room’ training in Bau-ABC to adapt the approach for multiplier activities. (These talks will be based  on the involvement of the initial contributors and other interested parties).

I think this is enough of these sessions. Due to our tight schedules we couldn’t be present in the final sessions of the meeting. But we are sure that there results will be discussed in several follow-up meetings. Given, that we are entering an intensive period of fieldwork, we need to keep the exploitation issues on our agendas.

More blogs to come …

 

LL Consortium meeting in Innsbruck – Part Two: Working forward in the meeting

February 7th, 2016 by Pekka Kamarainen

Last week our EU-funded Learning Layers (LL) project had its consortium meeting in Innsbruck.  In the previous post I discussed the ‘warm-up’ event that the hosts organised with representatives of Austrian clusters and networks. In this post I discuss the work in the meeting and the general results. In the final post I will discuss the  results of exploitation sessions (from the perspective of construction pilot).

In a similar way as I did when reporting on the preparation, I will try to capture the main thematic blocks and the essentials of the conversations and conclusions:

1) Overview of the current phase of the project – working perspective: In his opening presentation the scientific coordinator Tobias Ley (TLU) restated the approach to present the results of the final year in one single package – with the emphasis to support the exploitation activities. This approach was reconfirmed by the partners.

2) Further development of the DevOps-Use model: Ralf Klamma (RWTH) presented an updated picture on the DevOps-Use model and how it has been introduced into the LL project. As the newest development he reported on the Community Application Editor (CAE) as a further support for dialogue between users and developers. Here again, the plan to produce a conceptually based overview on design-based research and design patterns in the LL project was restated.

3) Production of ‘training materials’ and dissemination materials: Pablo Franzolini (CIMNE) gave a brief presentation on this topic. He drew attention to the work that had already started with the healthcare pilot and the tools/combinations of tools that are used. Currently, this work has resulted in a relatively wide set of “Frequently Asked Questions” videos with short duration. Whilst this work was appreciated, we concluded that there is a need to coordinate the efforts to produce such materials and more content-related promotion videos. A working group was set up to prepare a proposal for producing “Layers OER” materials (and to address the orientation to OER in the follow-up phase).

4) Documentation of project achievements with “scorecards”: TLU had prepared a short workshop session to test the draft ‘scorecards’ by filling them with exemplary project activities. In the first phase we described the situation before the LL project, the intervention of the LL project and (inasmuch as it was possible) the situation after the intervention. In the second phase we used coloured cards to specify different aspects of the impact. This exercise helped us to get a common understanding on the kinds of activities to be reported and on the kind of impact to be stated. (TLU will follow this up.)

 5) Deployment of LTB and related evaluation measures: In a set of group sessions we had the chance to discuss the technical development of LTB and plan the deployment and evaluation measures.

5a) Technical development of LTB: The developers had presented a working document that highlighted the following points: a) addressing the stacks to groups of users, b) creating a  stack file system (SFS), c) content creation and sharing with the help of SFS, d) enabling bottom-up communication via chat channel. The users reported on improvements that are needed in the navigation and in the instructions. In this conversation we reached an agree of the necessary measures to be taken by the end of February.

5b) Deployment and evaluation measures: Based on these conclusions we could reach agreements on the introduction of LTB for training purposes and on a synchronised start of evaluation measures. We identified primary pilot groups from the trades of carpenters and well-builders and agreed on a timeline for kick-off workshop (with tool introduction and focus group), interim workshop and concluding workshop. We also agreed on the accompanying communication and feedback. (The detailed results were summarised by the powerpoints of the UIBK colleagues).

6) The exploitation measures: During the first afternoon we had a general introduction to the exploitation model (see my earlier blog on the preparation of this meeting). We also got an explanation, what role a jointly prepared and agreed ‘exploitation manifesto’ can play as a working agreement. We also were briefed of the IPR issues to be clarified. With this preparation the partners were invited to present their exploitation plans and/or intentions. During these presentations we were asked to list our wishes to have bilateral talks (persons, topics). On the second day a special time slot was reserved for these talks. (During this session there was a fire alarm and all people were evacuated outside. As we were well prepared, we could continue our bilateral talks there as well.)

I stop my reporting on the meeting here because I (and my colleagues from ITB and Bau-ABC) couldn’t attend on the last day. Thus, I have missed the wrap-up of the exploitation sessions and the discussion on the exploitation manifesto. We will have an opportunity to catch up very soon. Therefore, in the final post of this series I will focus on the exploitation plans/initiatives of the construction sector partners.

More blogs to come …

 

 

 

LL Consortium meeting in Innsbruck – Part One: Event with Austrian clusters

February 7th, 2016 by Pekka Kamarainen

Last week our EU-funded Learning Layers (LL) project had its consortium meeting in Innsbruck. Before the project meeting the hosts from UIBK had arranged a special event to present LL tools for guests from Austrian clusters and networks. In this first post I will focus on this ‘warm-up’ event. In the subsequent posts I will discuss the general results of the meeting and the specific results of exploitation sessions (from the perspective of construction pilot).

The event and the setup

As indicated above, the hosts from UIBK had prepared a stakeholder event to present the LL toolsets and services (work in progress). The participants represented Standortagentur Tirol (a Tyrolean cluster organisation, Ausbilderforum Tirol (a Tyrolean forum of trainers in vocational education and training (VET)) and vocational teacher education programs from Pädagogische Hochschule Tirol and University of Innsbruck (Wirtschaftspädagogik). The meeting room was arranged as four round tables and the event was organised as a ‘world café’. Firstly Ronald Maier gave a brief introduction into the LL project and into the tools/toolsets to be presented. In each table the participants got a 10-15 minutes presentation to one LL tool/toolset.  Then the groups switched clockwise and got another presentation. In this way the following tools/toolsets were presented: “Bits and Pieces” (by Sebastian Dennerlein), “Learning Toolbox” (by Gilbert Peffer), “Living Documents” (by Christina Sarigianni) and “AchSo!” (by Markus Manhart).

The Learning Toolbox table

For me and the colleagues from Bau-ABC (Melanie Campbell and Kerstin Engraf) it was a natural choice to join Gilbert in presenting the Learning Toolbox (LTB). In these presentations we could give an overview of the LTB as a mobile framework and as an integrative toolset. We were happy to present fresh insights into the mobile app, into the tilestore and into the contexts of deployment in Bau-ABC. From the participants we got questions regarding the use of LTB in training and in work processes as well as use of LTB in a personal learning environment.We were happy to discuss the development so far and the potentials that we see in the LTB (but made the point that phase of deployment is yet to come). Our counterparts were happy with this information and expressed their interest to learn more in the coming times. At the same time Ludger Deitmer completed the whole round of topic tables and got an update on all tools/toolsets as they stand now.

The event did not last too long (approximately 90 minutes) and the time was effectively used in the groups. As was deeply engaged in talks in our table, I only have a vague idea on the discussions in parallel tables. Yet, my impression is that we altogether could give informative and interesting presentations. The participants were clearly interested and congratulated the project for a good event. We could happily recommend the organisers of the next consortium meeting to prepare a similar ‘warm-up’ event as well.

More blogs to come …

Start of year 2016 with Learning Layers – Part 4: Working with the LL exploitation model

January 22nd, 2016 by Pekka Kamarainen

In my three previous blogs I wrote a series of reports on the ‘start of the year 2016′ meetings in with our EU-funded Learning Layers (LL) project. In the first post I reported on the meetings of the ‘local’ LL teams of ITB, Pont, and Bau-ABC (in Bremen and Rostrup). In the third post summarised a video conference that discussed a set of themes for our next consortium meeting in Innsbruck (2.2.-5.2.2016). In this fourth post I report on the video conference of the ITB team with our LL colleagues Gilbert Peffer and Raymond Elferink on the Exploitation model for the LL project.

In my previous blog I had already given the following characterisation of the work of Gilbert and Raymond with this model:

“… Gilbert Peffer and Raymond Elferink have organised bilateral or trilateral conversations with LL partners to create a comprehensive model of exploitation activities.  The aim is to compress the pictures given by different exploitation stories and to create more transparency between different initiatives. In this way different partners can find their roles and possibilities in a joint group picture. And with the help of this model the partners can trace the changes from current project partnership to future partnerships (in follow-up projects) or future business relations (in commercial exploitation activities).”

Below I have copied the current draft of the Exploitation model:

Exploitation Model.v2.2

In our discussion in the video conference and after it we started a process of sensemaking, how to fit our exploitation initiatives into this landscape and how to grasp the zones of possible activities that we had not yet thought of. Here I try to interpret different areas of the exploitation model from this perspective:

a) The (peripheral) support area

Two fields in the model can be characterised as a (peripheral) support area for emerging follow-up activities with different intensity of support measures:

a1) “The Learning Layers Association” can be seen as a light-weight form to continue the cooperation across project consortium as an interest group that promotes the tools and ideas of the LL project in new contexts. For this purpose the interest group cam organise joint search conferences or workshops with new potential application partners. (Here the contacts of the LL partners at OEB with the UNHCR might serve as a clue for looking partners for such search conferences.)

a2) “The Learning Layers Cooperative” can be seen as a more committed service alliance – grouping of LL partners that are ready to support new initiatives with technical advice and facilitation in project creation. (Such cooperation has already been practiced between different partners to give shape for spin-off projects.)

b) The Research & Development area

The importance of this area is obvious, since we need to continue with R&D projects to develop the products and services of the LL project to more mature stage. Here we need to have a more differentiated look at the R&D agendas to pursue. Without going into details of specific initiatives it is worth taking into consideration the following type of R&D activities:

b1) Comprehensive follow-up projects (Horizon 2020 etc) that focus on further development of integrative toolsets for/with specific application partners – engaging different kinds of expertise from the LL project but linking it to new contexts.

b2) Specific R&D projects (e.g. within cluster initiatives) that link the further development of LL tools and similar toolsets to technical innovation programs.

Here the model emphasises that the R&D area needs to involve the application partners and the commercial partners as well (in order to take the products and services further).

c) The commercial exploitation area

We have already become aware of the fact that software development in research context may have different working patterns/perspectives than software development as customer service. This is reflected in the ‘commercial exploitation area’ by differentiating between three kinds of organisational entities:

c1) New enterprises (social/commercial) that dedicate themselves on further development of LL tools, software and services as their core business.

c2) Existing partners (private/public organisations) that continue working on the basis of their business models or institutional frameworks.

Here the model suggests that if new entreprises emerge, preferential ‘giving back’ partnership relations  should be agreed in the founding processes. (Also, new enterprises need advisory boards.)

c3) Third party organisations (SMEs, training providers, service providers, cluster organisations) need to be involved with appropriate partnership agreements.

Altogether, the model was shaped with an idea of an “Entrepreneurial symbiosis’. I am looking forward to our next phase of working with this model in our project consortium meeting in Innsbruck.

More blogs to come …

Start of year 2016 with Learning Layers – Part 3: Preparation of the consortium meeting in Innsbruck

January 20th, 2016 by Pekka Kamarainen

In my two previous blogs I started a series of reports on the ‘start of the year 2016′ meetings in with our EU-funded Learning Layers (LL) project. In the first post I reported on the meeting of the LL teams of ITB and Pont, and in the second post on our working meeting in Bau-ABC. In this third post I give an account on the video conference in which the Work Package Leaders of the LL project discussed the preparation of our next consortium meeting in Innsbruck (2.2.-5.2.2016).

Below I try follow the reconstruct the discussion based on the recording of the meeting (in which I could not participate). I try to put an emphasis on the thematic blocks (and on the specific accents) that were set for the preparation of future activities. I do not try to give a comprehensive report but rather limit myself to the points that we should take up in the construction pilot team.

1) The integrated deliverable of the LL project of the Year 4

The idea of a single integrated deliverable was already discussed at the end of the Y3 Review meeting and it was agreed with great enthusiasm in the consortium. For our further work it is of importance that this deliverable is interpreted as the “Layers package of exploitables” (a comprehensive package of useful objects/resources to support exploitation of results). Now this idea is taking shape in different thematic blocks (see below).

2) Documentation of the impact of project with “Layers scorecards”

Tobias Ley had already in December presented a practical solution for documenting impact with the help of ‘scorecards’ that can be used in different field activities. The basic card has three main fields for describing a) the situation before the LL project, b) the contribution of the LL project and c) the situation after the project. In addition, the card has smaller fields for specifying different aspects of the impact. During the final year the project can collect booklets of scorecards within different activities and highlight ‘evidence of the month’. (See https://drive.google.com/file/d/0B7vXuqBBjr9PX1RxUkpmZUt5Zkk/view .) This tool will be developed further in the Innsbruck meeting.

3) Collection of ‘training materials’ to support the roll-out of LL tools

Pablo Franzolini and Kai Pata presented the idea, how to include the component of ‘training materials’ into the deliverables. Already during the Y3 Pablo has supported the healthcare pilot team in preparing video material for webinars (with special emphasis on filming from different angles and making the presentations more lively). Whilst the use of webinars and videos have so far been rather tool-centered, the idea is now to shift the emphasis from single tools to combined use of tools in order to meet context-specific needs. (In this respect the demonstrations in the Y3 Review meeting were rehearsals for such materials.) As was mentioned in the discussion, we need to consider, when and how we can produce such material for different pilot sectors and spin-off initiatives.

4) Bringing together different evaluation agendas

The discussion on the evaluation activities – led by Ronald Maier and Stefan Thalmann – was inspired by the key question: “How to document changes  in the patterns of learning in the context of work in the pilot sectors (including the role of web tools/apps and mobile technologies?” It became evident that the more conceptual and context-oriented inquiries need to be supported by technical data collection (whenever it is possible) and these aspects need to linked to each other. In a similar way positive and negative findings regarding changes vs. obstacles to changes need to be discussed from the perspective of promoting innovations and marketing products and services.

5) Further discussion on the Dev-Ops model, Design patterns and Design-based research

One of the recommendations of the Y3 Review meeting was to enrich the Dev-Ops model with more elements of user engagement (that were presented in the sectoral reports). As a partial response to this, the meeting discussed the plan to prepare a comprehensive presentation on the Dev-Ops model, on Design patterns and on the LL approach(es) to Design-based research. It was agreed that the Confer Tool should be used to support this work. This work will be led by Ralf Klamma and John Cook.

6) Integrative group picture of parallel (mutually coordinated) exploitation initiatives

Already from the beginning of the year Gilbert Peffer and Raymond Elferink have organised bilateral or trilateral conversations with LL partners to create a comprehensive model of exploitation activities.  The aim is to compress the pictures given by different exploitation stories and to create more transparency between different initiatives. In this way different partners can find their roles and possibilities in a joint group picture. And with the help of this model the partners can trace the changes from current project partnership to future partnerships (in follow-up projects) or future business relations (in commercial exploitation activities). Alongside this work the clarification of IPR issues will be continued as a sub-theme of defining these partnership or business relations.

I think this as much as I can report on this meeting. At the moment we (the ITB-team) are preparing ourselves for the bilateral/trilateral exploitation talks with Gilbert (and Raymond). We are looking forward to this useful milestone in the set of the ‘start-of-the-year meetings’.

More blogs to come …

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