My recent posts have been reports on the Bremen International VET conference (2.9.-4.9.2015). The very next week many of the participants met again in the European Conference on Educational Research (ECER’15) in Budapest (8.9.-11.9.2015). Here again, I will start my reporting on the session that was initiated by our EU-funded Learning Layers (LL) project. Then, I will give reports on some other sessions that were based on similar intervention research projects. Finally, I will make some comments on the conference (or on the program of the VETNET network) as a whole and on the general assembly of the VETNET network.
Learning Layers works together with Kompetenzwerkst@tt and Employ-ID
This year our plan was to have a joint symposium between the LL project and two neighbouring projects – the German project “Kompetenzwerkst@tt” and the European project “Employ-ID” with which we already had a joint session in the Bremen conference (see my previous posts). We also took into attention the conference theme “Education and transition – contributions from educational research” and developed our own ideas, how this could be applied to the three projects that we brought into joint session. For us – in this session – transition was related to evolution of project ideas and conquering new terrains for research & development work.
Originally we had submitted another proposal for a research workshop to discuss evaluation issues in complex European projects that promote users’ competences in digital media, web tools and mobile technologies. Due to clashes with other duties we had to withdraw this session (with the hope that we can get back to this topic some other time).
Kompetenzwerkst@tt proceeds to e-learning software and e-portfolios
We started with the Kompetenzwerkst@tt project that has the longest history to build upon. The literal translation “Competence workshop” hardly reveals the project idea and the connotative meanings of ‘competence’ in German language. Initially, the project started as a curriculum development project to base vocational learning on holistic approaches to occupational fields of activity (Handlungsfelder) and characteristic Working and Learning Tasks (Lern- und Arbeitsaufgaben (LAAs)). The process of analysing the fields of activity and specifying characteristic WLTs had been practiced in different occupational contexts and in transitional training contexts. This had led to the phase of preparing a series of handbooks covering the conceptual foundations, the methodologies, different spin-off innovations and the occupational fields that have been piloted so far.
In the presentation of Falk Howe and Werner Müller (both from ITB) the main thrust was given on the development of e-portfolios in the context of the Kompetenzwerks@att approach. They gave a brief overview of the previous stages of the project and then illustrated, how the previous work (on the fields of activity and working and learning tasks) was reflected in the structure of software and in the pedagogic support for learners. In this way we got an idea, how the e-portfolio can be used in retrospective sense (for documenting already acquired experiences and learning gains) and in prospective sense (for shaping and illustrating learning scenarios).
Learning Layers proceeds from apprentice training to continuing vocational training
In the case of our LL project we had a shorter project history as our starting point. In our case we had started with our pilot activities in the construction sector with the training centre Bau-ABC with special attention on apprentice training. Therefore, the co-design processes that we initiated were firstly focusing on digitisation of training/learning materials. Then, in a further iteration we shifted the emphasis to Learning Toolbox – a framework for managing contents, apps, web resources and communications via mobile devices. Now, in the current phase of project (when we still have to do a lot of field testing and exploitation of results) we need to look for spin-off projects.
In our joint presentation I covered firstly the work within the LL project and gave a picture of its evolutionary phases. Then I gave some insights into the Learning Toolbox and its functionality and into the search for appropriate spin-off projects with emphasis on continuing vocational training (CVT). In the second part of our presentation Ludger Deitmer gave an overview on the CVT framework in the German construction sector with three different levels: Foreman (Vorarbeiter), Specialised site manager (Werkpolier) and general site manager (Geprüfte Polier). In our current project initiative we focus on the new training regulation of the general site managers. In addition to their traditional introductory courses they are required to complete situational tasks and a comprehensive project report. With these last mentioned tasks they are expected to demonstrate their occupational and managerial competences. In the third part of our presentation Werner Müller discussed some restrictions, barriers and challenges to our project work in construction sector (in general) and in the learning contexts of apprentices and more advanced craftsmen. He concluded the presentation with an innovation map (to guide us) and with some open questions.
Employ-ID piloting with MOOCs for Public Employment Services – lessons for others?
The third project in the symposium – Employ-ID – focuses on the changes in the public employment services (PES) in Europe (with major pilots initiated in the UK). The background of the project is in the changing role of PES organisations due to changes in working life and occupations. Whilst the previous model was to select and guide the right people to appropriate jobs, the current changes have shifted the focus completely. Now these services are required to produce and process data of changing labour markets and employment prospects for different target groups and stimulate initiatives for employment and self-employment. Moreover, they are required to prove their efficiency and to cope with policies towards privatisation or semi-privatisation. Yet, they are to comply with the strict guidelines of data security and data protection.
In the light of the above Graham Attwell had to give us a lot of background information to bring us to the central theme of his presentation – to pilot with adapted MOOCs (Massively open online courses) in the British public employment services (as the first pilot). This mode of staff training was selected since the time pressures and financial constraints are making it difficult to implement traditional forms of staff training. Moreover, it appears to be difficult to make use of (individual) learning gains in an organisational context. From this point of view the project team participated in external MOOCs and then designed a pilot MOOC with a more interactive and discursive nature. In the implementation the number of participants and the openness of pilot were reduced. Yet, the technology of the major British MOOC provider Futurelearn was used. Altogether the pilot seemed to have been well received by the participants due to its actively interactive character. Yet, the participant’s report by Jenny Hughes (who had been involved both as a trainer and as a learner) indicated that the current technology still is far from mature stage.
Altogether, it appeared that we had gathered into a joint symposium three projects that have a lot to learn from each other. This is even more striking since the persons are working side by side or (as some of us are) crossing the boundaries of the two projects. We noticed that the e-portfolio application of Kompetenzwerkst@tt very well complements the Learning Toolbox. We also noticed that the functionality of Learning Toolbox may essentially enhance the Kompetenzwerkst@tt. And the lessons from the pilot MOOCs are important insights for the forthcoming pilots in vocational education and workplace training.
I think this is enough of our symposium. In the next blog post I will focus on similar sessions with interactive research and ‘stealthy’ interventions.
More blogs to come …