Archive for the ‘mobile learning’ Category

Results & Conclusions of our Tallinn meeting – Part Three: The 2nd session on construction pilot

June 26th, 2015 by Pekka Kamarainen

In my two latest posts I started a series to report on the Tallinn meeting of our EU-funded Learning Layers (LL) project. In that first post I gave a picture of the preparation day. In the second posts I gave an overview on the inputs for the 1st session on construction sector pilot. These inputs were contributing to a picture on ‘integrated learning arrangements’. In this post I will continue with a report on our discussions on ‘technical integration’.

Since we had already had the initially scheduled  online demonstration on the functioning of Learning Toolbox (LTB) we dedicated this session on the relations between LTB and ‘complementary’ LL tools that had been presented in the preparatory meeting or during the healthcare sessions. Below I try to give a nutshell of our discussions and conclusions on different tools or apps brought into discussion.

1. ‘AchSo!’ video annotation tool

We started by emphasising the importance of video material and video annotations in the context of the training projects of Bau-ABC. We reminded of the twofold approach – videos to support training (reference videos, produced in advance under the supervision of trainers) and videos documenting learning (produced by apprentices during theproject to document phases of work and learning results). We had a lot of discussion on producing AchSo! for different operating systems (Android, iOS) and on the the functioning of AchSo! on different devices. The colleagues in Aalto agreed to produce a stable version of AchSo! (Android) by the 1st of October and to develop an iOS-version based on it by the Y3 review meeting. The colleagues from Bau-ABC volunteered to purchase Android tablets for trainers who would start using AchSo! with their videos before the iOS version is available.

2. ‘Bits and Pieces’ and ‘KnowBrain’ as collectors of experiences

Concerning ‘Bits and Pieces’ we emphasised the need to develop tools that help workplace learners to collect their learning experiences alongside/based on workplace learning. Here, we noted the contradiction that ‘Bits and Pieces’ has been developed primarily for medical/nursing staff working at GP practices. Therefore, the software (for stationary PCs) needs a lot of space and the migration to mobile devices is not easy. Given this hurdle, the general conclusion was that LTB could take some components of Bits and Pieces and create respective tiles. Parallel to this, some functions of the KnowBrain application could be developed for Learning Logs. (Here we need more discussions before making commitments to particular milestones.)

3. ‘Confer’ tool for help seeking

With the ‘Confer’ tool (earlier called ‘Help seeking’) we took the point (that was already raised in the healthcare session) that it could help us to make transparent our complex development and piloting processes, like the recent initiatives with the LTB. (Here the point is to use our own tools to support our development processes – ‘to take our own medicine ourselves’.) RayCom agreed to take the development of this tool into the next sprint. We agreed on the same milestone as with AchSo! (the 1st of October) for a stable version.

4. ‘Locations’ app in making

Here we continued our discussion on the basis of the input of Adolfo and the TLU study group. RayCom confirmed that the LTB has already been equipped with several functions that can work with the sensors and use the app to be developed. Yet, there is a need to clarify the responsibilities and the resources needed. Graham Attwell emphasised that the issue of ‘locations’ raises higher level questions on interpreting ‘contexts’ – for this purpose we need to revisit the work of Sebastian Dennerlein for mapping different contexts in the construction pilot (for software development purposes).

5. Social Augmented Reality apps in making

For this part of the meeting Jana Pejoska (Aalto) arranged a short demonstration with Social Augmented Reality (SAR) using the vision sharing function with a colleague in Helsinki and making interactive use of marks on the screen. (Based on this demonstration, Melanie Campbell and trainer Marc Schütte provided later on a use case of the driver of excavator (or other construction vehicle) using augmented reality to get a better impression of the dimensions of the vehicle when driving it.) Here we noted that the current version is available on the web. There is a need of further development work for a mobile device. Yet, already at this stage it is essential to make arrangements for a working visit from Aalto to Bau-ABC to start testing with SAR during the September month.

Altogether, we could agree in a plenary session on several working perspectives and milestones regarding the enrichment of the Learning Toolbox.

At this point I had to leave the meeting due to private commitments. I am trying to catch up with the colleagues regarding the key points and conclusions of the remaining sessions. In particular I am interested to learn more on the work with the exploitation journeys and on the conclusions for joint exploitation plans. Let us see, if I can get my impressions on a further blog post – or if someone else does it for me on another blog.

More blogs to come …

 

Results & Conclusions of our Tallinn meeting – Part One: The preparation day

June 25th, 2015 by Pekka Kamarainen

In one of my previous posts (June 13th, 2015) I wrote about our preparation for the forthcoming Tallinn meeting of our EU-funded Learning Layers (LL) project. Now, with this series of blog posts, it is time to wrap up results and conclusions of our busy days in Tallinn. In this first post I will focus on our work during the preparation day (Tuesday 16th of June). In the next post I will focus on the sessions that focused on the construction sector pilot.

Due to favourable flight schedules the LL partners from North Germany (ITB and Bau-ABC) had decided to take flights to Tallinn already on Monday (15th of June) and to dedicate the whole Tuesday for a preparatory meeting. In the first partof the meeting we were working mainly with our ‘local issues’ with the ongoing construction sector pilot and on the exploitation issues (using German as common working language). Partly we were working together with our partners from Aalto University and Tallinn University. In these parts of the meeting  we explored the possibilities to enrich our pilot activities with complementary tools and apps (in particular AchSo! and Social Augmented Reality). Below, I try to give an overview on the two parts (and different ingredients) of our meeting and on the interim conclusions we reached at that stage.

 1. Discussions on our North German construction pilots

The most important input to this part of the meeting was Melanie Campbell’s report on their follow-up of the Training Day in Bau-ABC (see my earlier posts May 12th, 2015 and May 15th, 2015). After discussing our reports on the workshop sessions during the Training Day the Bau-ABC trainers firstly confirmed the results and conclusions. Thus, the picture we had got from the domain-specific training projects and on the use of digital media and Learning Toolbox seemed to them appropriate (see below the exemplary cases we prepared for the consortium meeting).

However, this discussion brought the Bau-ABC trainers to give some deeper thoughts on the needs for Multimedia Training that is needed, when the use of Learning Toolbox (with mobile technologies, digital media and web resources) will become everyday life practice in Bau-ABC. The trainers came to conclusion that they need to take more intensive measures to support Multimedia Training (and further capacity building) jointly. Here some of the main conclusions:

  • After the holiday break participation in Multimedia Training will be made mandatory for all Bau-ABC trainers and the trainers consider it as an essential part of their duties.
  • To enable flexible participation, the Multimedia Training will take place in (physical and virtual) ‘theme rooms/spaces’ (Themenräume). These rooms/spaces will be available for users for the time they require for individual familiarisation and mutual support. Once the users have ‘checked out’ from the rooms/spaces, they will populated by other themes (and the previous ones will be archived). In this way the Multimedia Training program is based on rotating between parallel/consecutive theme rooms/spaces.
  • The initial set of themes proposed by the Bau-ABC trainers are the following ones: Theme 1 – use of social media (facebook + word press/ buddy press platforms), Theme 2 – making use of Learning Toolbox (LTB) (stack-building, app-integration), Theme 3 – Creating learning material (video, pictures, drawings, quiz, comics …), Theme 4 – Data management (Data protection/ security, Open Educational Resources (OER) and Creative Commons. (This thematic block might require a constant room/ space throughout the Multimedia Training program.)

In addition to this initiative we discussed several practical issues on the implementation of such program with the support of internal facilitators and external support persons. We also discussed the requirements on infrastructure, software and supporting materials. (Here we took note of the existing material of TACCLE and TACCLE2 projects.)

In the light of this report we discussed, how to present some domain-specific training projects that can illustrate the use of  LTB by trainers and/or apprentices. Here we agreed on two exemplary cases: Building a parking place without barriers (for disabled people using wheelchairs) and Building a staircase (Brettschalung/Treppenbau). Here we noted, how the trainers differentiate between the preparation of multimedia contents for the training projects (in advance and as a specific task) and producing multimedia content as documentation of learning processes (during the implementation of the training projects). We also drew an illustrative picture of the estimated use of LTB by apprentices during an average training project (timeline with peak points in the beginning, by the end and after the completion of the project).

With these discussion we equipped ourselves for our contributions on the use of LTB in integrated learning arrangements (scheduled for Wednesday, 17th of June).

2. Discussions on enriching the Learning Toolbox (LTB) with complementary tools and apps

In the second part(s) of the meeting we discussed the contributions of different complementary tools and apps (hitherto developed separately) as enrichment of the LTB (in particular in the construction sector):

  • Adolfo Ruiz Tallinn University (TLU) presented firstly a design of ‘Locations’ by a group of Bachelor students of TLU. Their design was based on the placement of sensors (iBeacons) in different parts of a larger room. When people with smartphones moved around the room, the sensors recognised their devices and posed sets of questions to be answered. In this design the participants were expected to complete all sets of questions by moving around the room. In this way they participated in a competition. For the construction sector this relatively simple idea was attractive because it seemed to provide the techniques, how to support the preparation of working and learning assignments (or projects) in training workshops. Moreover, the fact that the sensors were communicating with a WordPress platform was even more interesting since Bau-ABC has started working with their domain-specific blogs using the platform BauBildung.net (powered by WordPress).
  • The colleagues from Aalto University (Jukka Purma, Marjo Virnes and Samuli Vainio) gave us inputs on the video annotation tool AchSo! and on the current pilots. We had already had several initial demonstrations of AchSo! working in simulated contexts and in review meetings, so we were keen to hear more on pilot testing in construction work, engineering studies and in healthcare studies. The colleagues informed us about clear achievements in documenting the learning processes and making the workplace learning process transparent for reflection after the event. Also, the possibility to annotate pictures and moving pictures with limited amount of text (or symbols) was welcomed. For the construction sector we raised the importance of using longer videos as raw material. Here, Mati Möttus (TLU) reported of his parallel tests of AchSo in the context of traffic surveillance (and with few ‘disturbing’ or ‘alerting’ incidents to be annotated and searched via tags or symbols. Also in this context we started a discussion on the prospects for developing AchSo both for Android and iOS operating systems.
  • The colleagues from Aalto University (mainly Jana Pejoska and Jukka Purma) gave inputs on the current phase of work with Social Augmented Reality (SAR). Since we had to skip the technical demonstration, we had very few impressions but we got a rough idea of the extended illustrations beyond the reach of traditional tools. (Later on Melanie Campbell and trainer Marc Schütte provided us a perfect case of the driver of excavator (or other construction vehicle) using augmented reality to get a better impression of the dimensions of the vehicle when transporting it.) With this discussion we agreed to explore the possibilities to pilot with SAR in Bau-ABC alongside LTB (and preferably with AchSo).

With these additional inputs we drew a picture of the current situation in developing LTB and our interpretation, how the complementary tools could be integrated (and who should be involved in the integration).

Altogether, we were happy that we had this opportunity for preparatory discussions with LL partners presenting complementary tools and finding common interests for further cooperation. With these interim results we were ready for discussing the bigger picture of integrated learning arrangements (in the construction pilots) and technical integration (of tools to be used in construction sector) in the actual consortium meeting. This will be discussed in the next post.

More blogs to come …

 

Learning Layers meets Finnish promoters of apprenticeship and workplace learning

June 8th, 2015 by Pekka Kamarainen

Last week (Thursday 4.6.2015) we had a small working meeting to present the current phase of the EU-funded Learning Layers (LL) pilots to our Finnish counterparts who are promoting apprenticeship and workplace learning. The event took place in Espoo, in the Design Factory building of the Aalto University and it was hosted by Marjo Virnes from Aalto and me from ITB. The Finnish counterparts represented the Finnish agencies for apprentice training (oppisopimustoimistot), the Finnish association of “Promoters of Apprenticeships” (Oppisopimuskummit ry) and the Finnish vocational teacher education in the fields of commerce and hospitality. Some of the invited participants were writing their doctoral theses on apprentice training – unfortunately not all could attend the meeting. Here some insights into our discussion.

1. Presenting the Learning Layers project and the LL tools

We started with an overview of the LL project – looking at prior European projects that had tried to promote e-learning, knowledge management and mobile technologies in working life. The shortcomings of the ‘technology push’ or ‘system push’ approaches had provided the basis for our project and its emphasis on learning at workplaces, participative design and iterative development processes.

In this spirit I (= Pekka Kämäräinen) presented the progress that we (ITB and the Bremen team) had made with our application partners (mainly Bau-ABC) in the construction sector. I explained the journey from the initial idea to digitise learning materials (design idea “Sharing Turbine”) and heading to the development of a mobile solution for managing learning resources and communication (Learning Toolbox).

Marjo Virnes explained firstly the key idea of the AchSo! tool for video annotation and then presented exemplary cases in the construction sector (apprentices and trainees using tablet PCs to document their learning at construction sites) and in healthcare (the nurses documenting each others’ efforts to revitalise patients in a simulated exercise). In these cases we could note the advantages of the video annotation tool to draw attention to critical details and episodes without the need to write extensive explanatory notes. At the same time we noted that the functionality for sharing and further commenting is under development.

I then presented the Learning Toolbox (LTB) with the help of the most recent power points and screenshots from the online demonstration that we had used recently. This presentation drew attention to the possibility to develop flexible frameworks for managing sets of tools and apps and for customising the menus and the sets for different contexts (training centres, companies, construction sites). In this context I also drew attention to the parallel development of the ‘technology package’ Layers Box that enables the user organisations to control the data and the internet connections of the LTB.

2. Discussion on the current phase of apprentice training (and of the role of research) in Finland

After these presentations Kari Viinisalo (retired director of the Helsinki agency for apprentice training) gave a brief overview of the status of apprentice training in Finland (as a complementary model parallel to school-based vocational education) and on the efforts to give more visibility to this path. In this context he drew attention to the work of the joint association of the agencies for apprentice training (OpSo ry) and of the newly established voluntary association of Promoters of Apprenticeships. His main concern was that research on apprentice training is very limited, falls between the established disciplines and has had very little visibility. From this perspective he welcomed the contribution of the LL project.

Annukka Norontaus (Jyväskylä agency for apprentice training) informed of her doctoral study that focuses on the expectations on/ impact of apprentice training on the companies involved. She had interviewed company representatives (that employ young learners in apprentice contracts) in five branches and also some company representatives that have not been involved in apprentice training. She also informed of some other parallel doctoral studies. Virve Vainio (Haaga-Helia University of applied sciences) informed of their forthcoming pilot event (forum for promoting workplace learning) and of the contribution of vocational teacher education in supporting workplace learning.

3. Conclusions for further cooperation

In the concluding discussion our Finnish counterparts felt inspired by the ongoing LL pilots and pointed to the potential of the tools in different organisational contexts. Also they emphasised the value of the R&D activities that put workplace learning and apprentice training into the centre of such pilots. They agreed to propose similar workshops (as our session) to be integrated into the regular bi-annual meetings of the national association of the agencies for apprentice training (OpSo). They also agreed to propose the launch of a ‘research forum’ section of the electronic journal “Osaaja”. We (as participants of the meeting) agreed to maintain communication with each other as a Working Group (with the nickname “Betoniryhmä” based on the street Betonimiehentie where the Design Factory is located). There is so much to be shared on the work of the LL project and on the context of apprentice training.

I think this all gives a sufficient picture of small steps to start with. As we noted it during the meeting, there are severe political pressures to cut costs of (vocational) education and training in Finland. Yet, there is also a growing interest to speed up the entry of young people into working life. Therefore, the role of apprentice training may be of major political interest in the near future.

More blogs to come …

 

Training Day in Bau-ABC – Part Two: How to work with the Learning Toolbox?

May 15th, 2015 by Pekka Kamarainen

This post continues the reports on the recent highlight event of our EU-funded Learning Layers (LL) project and its construction sector pilot in North Germany – the Training Days of the training centre Bau-ABC (that took place on Monday and Tuesday this week). On Monday the LL teams of ITB and Pontydysgu organised three workshop sessions to present the Learning Toolbox (LTB) and to plan further pilot activities with LTB in Bau-ABC. In my previous post I gave an overview on the event as such and on our contributions. In this post I will focus on the issues that were raised and on the results of different sessions and working groups.

1. General issues to be taken into account

Already after the general presentations we were confronted by several issues that we need to consider when preparing the actual pilot activities with LTB to be used with mobile devices:

  • Officially the use of mobile phones is prohibited in the training centres – mainly because the use of them is perceived as distraction. When using their smartphones, the apprentices seem to have their attention elsewhere than in their working and learning tasks. Even if the trainers can see that these devices can be used to support work and learning, there is a need to get others convinced.
  • Use of mobile devices is often a safety risk in traffic and in working life – therefore, many companies have prohibited the use of mobile devices at construction sites (or allowed only the site manager/ supervisor to use one). These issues need to be reflected in the code of conduct for users.
  • Video recordings from working and training contexts need to pay attention to specific sensitivity issues – are these recordings documenting good or bad practice, is the behaviour of the people appropriate, are the videos showing something that is confidential … These issues need to be reflected in the code of conduct for users.
  • From the pedagogic point of view use of multimedia and web can support different types of learning behaviour: a) It can lead to ‘light learning’ that uses quick searches and quick documenting solutions that seem to give appropriate answers (without paving the way to adequate understanding of the problems and the solutions). b) Or it can lead to ‘smart learning’ in which digital media and web resources are used as illustrations that give insights into problems, solutions and understanding of appropriate practice.

These introductory discussions brought us (once again) to the picture that the use of mobile devices, digital media and web resources has to be introduced in a work- and context-adjusted way.

2. The first workshop on initial training: picking exemplary themes for particular occupations

In the first workshop session we had groups that represented the following occupations/occupational fields: concrete builders (one group), carpenters and indoor builders (one group), road builders and pipeline builders (one group). Each of these groups had as their starting point a specific project for apprentices in the respective occupation. The trainers were looking for ways to introduce Learning Toolbox into the project work. In this session the groups had somewhat different concerns and interests:

a) The group of concrete builders (Betonbauer) was concerned of the lack of written instructions for older techniques to build frames for concrete constructs. Currently, most of the frames for concrete builders are standardised and often pre-fabricated. Thus, the transfer of craftsmen’s know-how on building special-shaped frames is not supported by up-to-date learning materials. This could be compensated by video recordings that are edited into digital learning materials.

b) The group of carpenters (Zimmerer) listed several points in which the use of digital media and access to web were found useful, starting form general health and safety instructions, access to drawings, QR codes referring to appropriate tools, Barcode scanner that refers to materials, tools for documentation of learning achievements.

c) The group of road builders and pipeline builders (Strassenbauer, Rohrleitungsbauer) discussed the possibilities to link drawings, photos and DIN norms to each other, creative ways to introduce technical terminology, creative ways to control learning gains and smart ways to use videos for presenting essential ‘tricks of the trade’.

As a common point of interest the groups of the first workshop session drew attention to differentiated communication channels (messages to all vs. bilateral communication between apprentice and trainer), collecting examples of good practice to be presented to all and on differentiated ways to document learning progress at different stages of apprentice training.

3. The second workshop on initial training: developing core themes for groups of occupations

In the second workshop session the parallel groups consisted of mutually linked occupations or occupational fields and the participants had selected integrative ‘core projects’ in which they explored the use of digital media and web resources:

d) The group of well-builders and tunnel-builders (Brunnenbauer, Spezialtiefbauer) had chosen a project task on disassembling, maintenance & testing and assembling of pumps used in their trades. Here the discussion focused on the uses of digital media to visualize the processes, to draw attention to key concepts and to safety precautions. Here, a critical issue was, how to guide the work with video recording so that the documents are appropriate for the project and for the apprentices’ learning processes.

e) The group representing occupations in metal and machine techniques (Metall- und Maschinentechnik, Baugerätetechnik) had also selected a project that drew attention to the core knowledge of all these occupations – producing a threaded plate according to technical drawing (Herstellen einer Gewindeplatte gemäß Zeichnung). The group discussed different phases of the project and then drew attention to points of intervention with digital media and web tools (e.g. digital access to references, producing user-generated learning contents with apprentices, using QR-codes to demonstrate health and safety risks and using digital tools and apps to simulate use of real tools plus to discuss quality criteria and tolerances).

f) The group of road-builders, bricklayers and plasterers (Strassenbauer, Maurer, Fliesenleger) had also selected an integrative project – building a parking place for vehicles transporting disabled people (Behindertenparkplatz). Here the discussion focused on the special challenges of such task (e.g. search for information on the requirements, making the scattered information accessible for the groups of construction workers, using special techniques for constructing adequate slopes and surfaces, documentation of the work and simulation of the final inspection and acceptance of the work by public authorities).

Here, the groups focused on integrating the use of digital media and web resources into the logic of the selected projects.

4. The workshop on continuing training: identifying uses for LTB and other tools/apps promoted by LL project

The final workshop focused on the usability of the Learning Toolbox and other LL tools in the continuing training schemes. Here, the basic problem was that we could not rely on similar projects as in the initial training. Secondly, we were still demonstrating tools that were not yet finalised. And thirdly, most of the participants were only getting familiarised with the LL project on the whole. Finally, we were discussing issues that can partly be implemented as spin-offs and by-effects of the LL project work in the initial training, but partly require major spin-out activities.  Yet, given these limitations the participants could make several points for further discussion alongside the pilot activities in apprentice training.

5. Next steps to be taken

I think this is as much as I can say about the workshops and on the way the prepared us for working with the Learning Toolbox. We saw (once again) that the trainers are willing to start working with it. We also noticed, that we (the accompanying LL teams of ITB and Pontydysgu) need to join them when the domain-specific piloting with LTB applications will start. There are several technical, practical and pedagogic issues coming up in that phase. So, we are looking forward to a new collaborative phase in the fieldwork with Bau-ABC trainers.

More blogs to come …

Training Day in Bau-ABC – Part One: Presenting the Learning Toolbox

May 12th, 2015 by Pekka Kamarainen

Yesterday, (11th  of May) we experienced an important milestone in the fieldwork of our EU-funded Learning Layers (LL) project and in particular in the construction sector pilot in North Germany. A group of LL team members from ITB and Pontydysgu visited the annual Training Days of the training centre Bau-ABC. During the first Training Day we had three workshop sessions to present the Learning Toolbox (LTB) and to organise further pilot activities with LTB in Bau-ABC.

1. Background and preparation

Looking back to the year 2014, a demonstration of the Learning Toolbox (LTB) might not sound as a great step forward – we had had such sessions on various occasions. Yet, there was a great difference between the earlier ones and one implemented yesterday. Since September 2014 the LL project had tried to mobilise forces across the consortium to develop software solutions for LTB. And – what is more important – the developers were working towards scalable solutions. Thus, applications and system solutions for Bau-ABC would not remain insular innovations but provide a basis for wider roll-out of innovations. In this spirit the developers at different locations were working with the architecture of the LTB, the linkage to the installation package “Layers Box”, the linkage to Social Semantic Server (to get services for users and hosts) and the linkage to the community platform Baubildung.net. These all were seen as parts of a comprehensive solution that provides the basis for scaling up.

This all was promising – but for the programmers this was complicating. Therefore, several design sprints and an Alpha Beta Camp were needed to coordinate the efforts. Yet, in the light of the difficulties of the programmers, it was necessary to to run the Training Day with a simulated online demo. Our colleagues in CIMNE – Fabio and Andy – managed to produce an online demo that gives insights into the tile structures and into building stacks (sets of tiles) to develop and share contents with LTB. We were lucky to have this piece of work completed just in time for the event.

2. The event and our sessions

Altogether the Training Days (as I have translated the name in English) are an internal training event for the staff of Bau-ABC Rostrup, for the parallel training centre ABZ Mellendorf and for Bauakademie Nord (the joint umbrella organisation for Continuing Vocational Training). During these days both training centres and the office of Bauakademie are closed, whilst the staff is participating in training sessions. As we saw it, there were several parallel strands of training – for the trainers in initial training (Lehrwerkmeister) for the organisers of continuing training and for the providers of supporting services. The Learning Layers project was invited to organise three workshop sessions during the first day. Two of these sessions for trageted for different groups of trainers (Lehrwerkmeister) and the third one for the coordinators of continuing training (including also the system administrator and the ICT support staff).

In all these sessions we had the same opening contributions. Werner Müller gave a brief overview on the LL project as a whole, on the Learning Toolbox as the central ‘tool’ for our pilots in the construction sector. He also gave insights into the supporting software solutions and into the technology package “Layers Box” that makes it possible for the local users to work with their own tools and to keep control over their data. After this overview I gave a brief explanation how these elements had become parts of the ‘big package’ solution that our developers need to get working and why we cannot reduce our pilot to a purely local solution. Then, Dirk Stieglitz from Pontydysgu navigated us through the online-demonstration and showed how the functionality of the Learning Toolbox will work in the matured version.

3. The power of the online-demonstration

Werner had already given the first impression, how a tile structure of Learning Toolbox could look on the surface of a mobile device (smartphone or tablet PC). However, when Dirk started his presentation, the whole design was brought alive from a standstill. We were logged in and we got an overview of the tiles with different functionality – static contents, embedded videos, RSS feeds, App links, navigation and QR-reader. Then we started our journey through the existing demo stack that had been composed for the LTB pilot – with special attention to possible contents and multimedia products relevant for Bau-ABC.

We had examples of uploaded learning materials (selected from trainer Markus Pape’s Zimmererblog, we viewed the emerging collection of documents on health and safety (Arbeits- und Gesundheitsschutz) and we scrolled through the collection of the earlier videos on uses of LTB that were recorded in Bau-ABC last year. Then, we got insights, how new tiles and new stacks can be created (and what kind of programming tool will be used for these operations). Finally, we also saw, how the toolbox can be used for sending/receiving messages either individually or within a group. At the end of the presentation we were happy to find out that the software that was used for the demo is the real one to be used with the mobile devices.

4. The way forward

In the light of the above we were happy to kick off the workshops for which the trainers had selected thematic projects that they use in apprentice training. Now, that we had got a common picture of the current phase of development, we agreed that it is high time for the trainers in Bau-ABC and for us (as the R&D partners) to work together to enable a good start of the pilots. We shared the feeling that quite a lot of preparatory work can be done with contents and videos to be used via the Learning Toolbox. And we used the workshop sessions as an opportunity to get our ideas clear – with the help of creative group work.

I think this is enough of the event as such and on our contributions. In the next post I will discuss some issues that were raised and the results of the working groups.

More blogs to come …

PS. Some photos and a video recording of Werner’s presentation can be found in the Facebook group “Learning Layers Photos”, https://www.facebook.com/groups/700976103294824.

 

 

Designing Applications To Support Mobile Work Based Learning In The Construction Industry

April 28th, 2015 by Graham Attwell

Along with Joanna Burchert, Gilbert Peffer and Raymond Elferink, I am presenting a paper at the EDEN conference on Expanding Learning Scenarios in Barcelona in June. the paper is based on work undertaken as part of the Learning Layers project. Below is the abstract. And if you would like to read the full paper you can download it from the link at the bottom of this page.

This paper focuses on the use of technology for (mainly informal) learning in Small and Medium Enterprises (SMEs) in the construction sector. It is based on work being undertaken by the EU funded Learning Layers project. The project is aiming to develop large scale take up of technology for informal learning in two sectors, health and construction.

The project includes both research and development strands, aiming to facilitate and support the development, testing and deployment of systems and tools for learning. The wider goals of the project are to develop sustainable models and tools for supporting learning in other countries and sectors. The paper describes the outcomes of empirical research undertaken in the construction sector as well as the co-design process contributing to the development of the Learning Toolbox, a mobile application for apprentices. The empirical research has been undertaken with a wide range of stakeholders in the construction industry, including surveys of apprentices whilst the co-design process has focused on trainers and apprentices.

Any use of mobile technology in and for work depends on the very specific situation and general conditions within a business sector. Hence research and development for mobile digital media includes both peoples’ needs and practices as workers and learners as well as specific business challenges, directions of development and needs concerning knowledge, skills and competencies. Testing and guiding the introduction of such solutions in enterprises and organisations could be understood as one kind of action research. Thus in researching and developing mobile learning applications and digital media for use in SMEs it is important to examine the possible impacts on employees and work processes as well as just the impact or potential for learning. The research in enterprises differentiated four lines of argumentation around the use of digital media: a) anxious-avoiding, b) critical, c) optimistic and d) pragmatically oriented,

Our interviews confirmed that technology is fast changing the world of construction, with increased work pressure and the demand to document work. It was noted that mobile devices are increasingly being used to produce a photographic record of construction work, as part of quality assurance processes. However, there was pronounced scepticism towards what was termed as “VET researcher fantasies” for instance in developing knowledge exchange networks. Companies were not prepared to share knowledge which was seen as giving them a competitive advantage over others.

The initial interviews were followed up with a survey of over 700 first, second and third year apprentices. The survey confirmed the desire for more use of mobile learning and a frustration with the limitations of existing commercial applications. Whilst only a limited number of companies permitted the use of mobile devices in the workplace, 53% of apprentices said they used them for learning or for obtaining work related information, explaining this was in their own time in breaks or after work.

The project is developing a ‘Learning Toolbox’, designed as a comprehensive architecture and framework for apprentice training and continuing training as well as for other services for the building and construction sector. Rather than training the main interest craft trade companies in web tools and mobile technologies is related to real-time, knowledge sharing, communication and problem-solving. Experience with earlier web tools has shown that they do not necessarily contribute to optimisation of work and business processes. However, flexible framework solutions like Learning Toolbox can be customised to their needs. Supplier companies (e.g. vendors of machinery, equipment and materials) want to customise user guidelines, maintenance manuals and instructional media for different users. They also need to develop real-time feedback mechanisms to improve error control mechanisms.

The implementation of Technology Enhanced Learning in SMEs will require capacity building in organisations, networks and sectors. This includes the capacity of trainers to support pedagogically the implementation of technology for learning, the development of technical infrastructure and the capacity of organisations and managements to support the use of technologies.

Finally is the importance of context in work based learning. Mobile learning applications need to be able to adapt to different contexts. These include, but are not limited to, the context of what kind of work is being undertaken, different forms of work organisation and different locations and forms of learning. The Learning Toolbox application is particularly designed to bridge formal and informal learning and to take account of the different contexts of learning in the vocational schools, learning in the industry training centre and learning on the construction site.

Download full paper (Word format) – mobileLearningEDENFIN

Opening of “Learning Exhibition” in Verden – Part 1: First impressions

April 26th, 2015 by Pekka Kamarainen

Yesterday we witnessed a great day for the EU-funded project Learning Layers (LL) and its work in the North German construction pilots. Our application partner Agentur für nachhaltiges Bauen (Agency for ecological construction work) and the support organisations Netzwerk Nachhaltiges Bauen (NNB) and  Norddeutsches Zentrum für Nachhaltiges Bauen (NZNB) had reached an important milestone of their project activities. Their new  Exhibition building was inaugurated and the Learning Exhibition “nachhaltig. bauen. erleben” was opened. The preparation of this exhibition has been the central theme of the colleagues from Agentur, NNB and NZNB throughout their participation in the LL project.

1. The journey from an early design idea to making the exhibition

As we remember it, the idea to prepare a special exhibition – with emphasis on learning from experience – was highlighted by the colleagues from Agentur, NNB and NZNB during the first working meetings (December 2012) and the Application Partner Day (APD) visit (January 2013). At that time the construction work for the new building was at an early stage and there was quite some time to develop plans for the exhibition. In the Y1 Design Conference in Helsinki one of the working groups brought these early thoughts into concept with the design idea “Captus” – Capturing of knowledge and experiences with the help of digital media and web tools. At that stage it was clear that it is not an easy road forward to put those ideas into practice.

Already the first encounters and the working groups during the APD visit brought into picture that there was a lot of scepticism and reservation vis-à-vis introduction of digital media, web tools and mobile technologies among the people who were interested in ecological construction work. And the key persons working for Agentur, NNB and NZNB were not quite sure, how the use of new media, web tools and mobile devices could best support their ecological message and ideas on the exhibition. During the next phases of project work several exercises were made to bring the new media, use of web tools and trials with mobile devices closer to the everyday practice. This phase was characterised by various learning experiences but uncertainty, whether the learning gains can be put into practice. It was a question mark, to what extent a trans-national R&D project can support the making of the exhibition in the local environment and for the local/regional and national audiences.

2. Impressions on the exhibition as a materialised reality

Jumping to the impressions of yesterday I have to confess that it was a kind of positive cultural shock – the new building with sveral storeys for offices and with the wide exhibition spaces on ground floor and basement made a huge difference to the past. Also, the exhibits representing different aspects of ecological, sustainable and energy-saving solutions were presented nicely and with smart anc compressed green information sheets. Also, a lot of materials and artefacts were made easily accessible in small spaces – including the isolation materials (compressed straw to be covered with clay).

What about the role of digital media, web tools and mobile or embedded devices? They were also there and implemented in a harmonious way. Several info sheets had camera symbols or QR tags that provided access to background information or light-weight applications of augmented reality. And at different areas we saw embedded computer screens on the wall or on the table surface – all this implemented as a part of the exhibition experience, not something added on. Some of these impressions have been made accessible via the updated website http://www.nznb.de whilst more information is yet to be updated after the event.

Looking at other visitors, it was obvious that everything was new to them and it was difficult to digest the new experience. A lot of visitors were moving around in bigger groups, guided by the organisers, whilst some others were making impressions as individual observers. It was clear to us that the time for more focused stakeholder talks will come later when the exhibition will be visited by groups from organisations like Bau-ABC or from networks that are affiliated with the NZNB.

3. Voices of the key organisers

For us from the LL team participating in a visitor (and co-exhibitor) role – Joanna Burchert and me (ITB) and Martina Lübbing (Pontydysgu) it was most rewarding to make interviews with the key organisers – Dorothee Mix and Ute Gieseking (NZNB), Enno Precht and Michael Burchert (Agentur). All of them were highly positive about their participation in the LL project and valued the ideas and learning experiences made with the project. At the same time the others praised Michael for his role as a change agent, mediator and interpreter. Altogether, they one by one characterised their own learning history with digital media, web and mobile technologies as a transition from scepticism to a new awareness, how link this support to their own practice. Given this background, Michael was sure that this was not the end station of such transition process. Instead, now that the exhibition is there, the LL project has a good opportunity to bring in new solutions, frameworks, tools and apps once they have reached the maturity. In particular the cooperation with Bau-ABC can be strengthened in this respect.

I think this is enough of the first impressions. I have agreed to work with Joanna Burchert to give a more detailed picture, what all had been achieved regarding the introduction of digital media, web tools and software solutions. So, the story goes on.

More blogs to come …

 

After the LL Design Conference – Part 1: Sessions and Lessons

March 16th, 2015 by Pekka Kamarainen

In my previous posts I have reported on the preparation for the Design Conference of the Learning Layers (LL) project. Last week this conference took place in Espoo (at the Otaniemi campus of the Aalto University in the special building “Design Factory”). Now it is time to summarise the results and draw conclusions for the forthcoming work. Below I try to give a picture of the main sessions and the key results:

1. Building upon the Critical Path Analysis

This was the first joint event of the consortium after we had finalised the Critical Path Analysis (CPA) that was required by our reviewers. We could now see that it was an exercise worth doing. Instead of building upon separate tools and dispersed design teams we were now focusing on more integrative “tool arrangements”. We could now see better the tool arrangements responding to the ‘learning stories’ that addressed different developmental challenges (working with documents, physical artefacts, learning episodes, complex working & learning challenges).

2. Co-Design of the Learning Toolbox is taking further steps

Concerning the co-design sessions, I was mainly participating sessions that focused on the development of the Learning Toolbox (LTB). To me, these sessions were characterised by a new reunion of developers, co-designers and users in a live situation. Last year we had had an interruption of live workshops and face-to-face meetings due to administrative reasons. Then, when these were getting removed, new developers entered the stage and ‘interim managers’ had to hand over the tasks and bring them into cooperation with other developers. At the same time the application partners and other co-designers were tied up with other duties. Therefore, we only now got a chance to update each other on the results of the Alpha Beta Camp as well as on the plans for the forthcoming Field Workshops in Bau-ABC. In this respect it was important to make agreements on joint working meetings, to draw a timeline for the spring activities and to tune ourselves into the DevOps-culture of co-development during operative activities. Also, it was important that Raymond Elferink could give us a clear insight into the current phases of technical development and how the workshops can be linked to it.

3. Bringing different evaluation approaches into mutually complementing ‘package’

During the preparatory phase we had had some conversations in which consortium-wide efforts to shape an overarching evaluation approach had not met local efforts to evaluate the implementation and impact of tools. Although I did not attend many of the sessions on the evaluation issues, I got an impression that important progress was made. Crucial for the consensus was the point made by Jenny Hughes (Pontydysgu): “The results of local evaluation measures (on the implementation/impact of tools) are input for the consortium-wide evaluation of our achievements.” This gave us the clue, how to work together regarding the collection of data and reagarding the timing of evaluation measures.

4. Working with multiple roles and tasks in the exploitation activities

Third major element in the Design Conference were the group sessions on exploitation activities. Gilbert Peffer and Raymond Elferink had prepared a game-like exercise for drafting exploitation activities. Some of the groups were based on tool arrangements (Learning Toolbox, Healthcare tool arrangements, AchSo!), some on joint services (Social semantic server) and some on collaborative groupings (LL Centre of expertise). Thus, some of these groups were very strongly grounded on the co-design work whilst others had to look forward with a bit more phantasy.

I do not wish to go into details of this exercise – partly because I was in a group that mainly focused on the healthcare sector (which gave me the role of an interested observer), partly because we had too little time to wrap up the results. However, it is worthwhile to emphasise that this exercise pushed us stronger to think about the transformation from project work (fulfilling our duties as project partners) to sustaining the results and achievements beyond the life-time of our current project (with new resources and groupings of interested parties). During this exercise I noticed that we had here and there some controversies of the roles that we are playing (owners of tools/innovations, partners, proto-customers, mediators, customers …). Some of the differences were settled in a short while, some needed more time. To me, the striking point was that this exercise helped us to think of our changing roles more thoroughly than the similar exercises in previous consortium meetings. Moreover, after drawing conclusions from this exercise we are in a better position to work further with the Business Model Canvases (with which we started working in Tallinn). Also, this exercise gave us a better perspective to work with consortium-wide and project-based follow-up initiatives (for which we have to get ourselves prepared alongside the project tasks).

 5. “Datenschutz” – Policies for Data privacy/ Data protection/ Confidentiality …

Whilst the above mentioned issues were the cross-cutting themes that shaped the whole event, this is clearly a corollary issue – not to be forgotten. We agreed that during the pilot phase we need a minimum amount of documents to clarify these issues for ourselves and our counterparts (organisations and indidividual users). Partly these issues have been covered in the Ethical clearance processes that our healthcare partners have gone through (under the auspices of the University of Leeds and the NHS). Partly these issues can be covered by adapting the respective light-weight documents of other similar organisations (like the FutureLearn consortium for organising MOOCs). However, the main thing is that we can address these issues alread in the pilot phase. Furthermore, we need to prepare ourselves for the transformation to follow-up phase, when we need legally well-grounded policy documents for the successor-organisations and/or follow-up projects that take our tools and services further.

Altogether, we got a lot of food for thought for preparing our forthcoming field activities. Also, we got some new coordinates for sectoral coordination and planning meetings. And finally, we got some inspirations to learn more from the neighbouring tool arrangements. Let us see what all is emerging out of this!

More blogs to come …

Back at work – facing the challenges of the new year 2015

January 22nd, 2015 by Pekka Kamarainen

So, after a lengthy holiday break I am back at work. As usual, when being one of the last ones to return from the holidays, you get overwhelmed by things that are on the move and you have to jump into running trains. With the EU-funded Learning Layers (LL) project we are doing the homework that we got from the Year 2 review meeting – preparing a Critical path Analysis. Partly within this process and partly alongside it we are finalising our plans for the year 2015.

The Critical Path Analysis was recommended by the reviewers to clarify our priorities (what is taken on board in the critical paths) and to specify our approach to less critical activities (sandboxing them as reserve activities). In many respects this has pointed out to be useful since this is not merely a routine updating of the work plan. Instead, the analysis has pushed us to become more aware of the key activities for the whole project and to find synergies between them. Due to this task we are getting clearer about the synergies at the level of software development, technology packages, linked services and framework tools etc.

While we are working with this task we are preparing proposals for conferences and plans for field activities. Furthermore, it is one of the key features of the LL project that we are looking for opportunities for transfer projects and opportunities to exploit the results alongside the project work. So, this all keeps us busy at the moment.

More blogs to come …

Learning Layers videos from Bau-ABC presented for a Norwegian audience

October 17th, 2014 by Pekka Kamarainen

Day before yesterday I published on YouTube  a set of Learning Layers (LL) videos (with English subtitles) from Bau-ABC . Here the link to the YouTube channel via which they were published:

https://www.youtube.com/channel/UCNsA37YN2C4HZEwN10HqPOw

Today these videos had their premiere in front of a qualified audience from Norway. A delegation from the Norwegian college Fagskolen Innlandet (Rector, Vice-rector and ca. 50 lecturers) had visited enterprises in Bremen during two days. On their final day they had a special session with ITB, with focus on Learning Layers. Given their tight schedule, I was alone presenting the project and its recent achievements (in Norwegian).

After having given a brief introduction to ITB (as an institute), to its international projects and to the Learning Layers (as a project) we focused primarily on the Learning Toolbox. Here, the most effective way to communicate was to show the short videos from Bau-ABC. We had a look at the apprentices’ projects (Video 3), work situations on construction sites (Video 4), clips that highlight Health and Safety issues (Video 5), special demands arising from storage of tools (Video 7) and the results of Multimedia training in Bau-ABC (Video 1). Altogether, this session with short videos gave the visitors a lively picture on, what is happening in the LL project and how our application partner Bau-ABC is working with us.

After this presentation we had an interesting discussion. The rector drew my attention to the fact that the Fagskole is a two-year long college that provides higher vocational qualifications for professional who have gone through initial vocational education and have gained work experience. Fagskolen Innlandet caters for a wide range of occupational fields, including construction, industrial maintenance, automation etc. – but as well business administration and healthcare. In addition, a large proportion of the students is participating as part-time students using e-learning provisions. (Partly their training is comparable with the professional upgrading programs of Bau-ABC, partly with that of some German Universities of Applied Sciences.)

In the discussion I had to answer to several well-targeted and well-formulated questions:

Firstly, some of the lecturers were interested on the pedagogic implications of introducing the Learning Toolbox (LTB). Here, I referred to the conceptual background of the Bau-ABC White Folder in the culture of action-oriented and self-organised learning (Handlungsorientiertes Lernen). I told them of several workshop sessions and on the trainers’ discussion in the Video 2. In these discussions trainers have stressed the LTB as support for self-organised learning and professional problem-solving.

Secondly, some of the lecturers were interested on the organisational consequences of introducing the LTB. Here I could refer to the issues our Bau-ABC colleagues have raised on their access to Internet from working areas, to the availability of mobile devices and to the technical support for wider range of internet users. The Bau-ABC colleagues have addressed this in their concept to install a “Living Lab” unit, based on a mobile container with specific Internet access and support arrangements. At the level of craft trade companies there are also similar issues with which our partners are working.

Thirdly, some of the lecturers were interested in issues on industrial culture (steep or flat hierarchy) and on communication with contents that are manageable for craftsmen. Here again, I could refer to examples of our partner companies and to their initiatives to get the filtering and reduction right when making contents available online. Also, I could give encouraging examples of participative development and design work.

Altogether, the presentation was well received and the Norwegian colleagues were clearly interested in our work. So far they had not been strongly involved in European cooperation but there might be a chance to further cooperation with spin-off ideas arising from the work of the Learning Layers project.

PS. Just when I had returned to ITB, I had a chance to give another demonstration session to our visitor, Prof. Jürgen Radel who had been formerly working as an international HRD manager in a Bremen-based logistics company but is now working as professor in a University for Applied Sciences in Berlin. He was also interested to see, what we are achieving in our project and was very impressed of the LTB and on the trainers’ blogs (as outcome of the Multimedia Training). In return he gave a demonstration on his online learning materials (including videos) on Moodle. We agreed to exchange information our progress.

I guess this is enough to show that the work with the Learning Layers videos has been worthwhile. I am looking forward to next opportunities for such exchanges.

More blogs to come …

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    Sounds of the Bazaar LIVE from the Online EDUCA Berlin 2014

    We will broadcast from Berlin on the 4th and the 5th of December. Both times it will start at 11.15 CET and will go on for about 30 minutes.

    Go here to listen to the radio stream: SoB Online EDUCA 2014 LIVE Radio.

    News Bites

    Online Educa Berlin

    Are you going to Online Educa Berlin 2014. As usual we will be there, with Sounds of the Bazaar, our internet radio station, broadcasting live from the Marlene bar on Thursday 4 and Friday 5 December. And as always, we are looking for people who would like to come on the programme. Tell us about your research or your project. tell us about cool new ideas and apps for learning. Or just come and blow off steam about something you feel strongly about. If you would like to pre-book a slot on the radio email graham10 [at] mac [dot] com telling us what you would like to talk about.


    Consultation

    Diana Laurillard, Chair of ALT, has invited contributions to a consultation on education technology to provide input to ETAG, the Education Technology Action Group, which was set up in England in February 2014 by three ministers: Michael Gove, Matthew Hancock and David Willetts.

    The deadline for contributions is 23 June at http://goo.gl/LwR65t.


    Social Tech Guide

    The Nominet Trust have announced their new look Social Tech Guide.

    The Social Tech Guide first launched last year, initially as a home to the 2013 Nominet Trust 100 – which they describe as a list of 100 inspiring digital projects tackling the world’s most pressing social issues.

    In  a press relase they say: “With so many social tech ventures out there supporting people and enforcing positive change on a daily basis, we wanted to create a comprehensive resource that allows us to celebrate and learn from the pioneers using digital technology to make a real difference to millions of lives.

    The Social Tech Guide now hosts a collection of 100’s of social tech projects from around the world tackling everything from health issues in Africa to corruption in Asia. You can find out about projects that have emerged out of disaster to ones that use data to build active and cohesive communities. In fact, through the new search and filter functionality on the site, you should find it quick and easy to immerse yourself in an inspiring array of social tech innovations.”


    Code Academy expands

    The New York-based Codecademy has translated its  learn-to-code platform into three new languages today and formalized partnerships in five countries.

    So if you speak French, Spanish or Portuguese, you can now access the Codecademy site and study all of its resources in your native language.

    Codecademy teamed up with Libraries Without Borders (Bibliotheques sans Frontieres) to tackle the French translation and is now working on pilot programs that should reduce unemployment and bring programming into schools. In addition, Codecademy will be weaving its platform into Ideas Box, a humanitarian project that helps people in refugee camps and disaster zones to learn new skills. Zach Sims, CEO of Codecademy, says grants from the public and private sector in France made this collaboration possible.

    The Portuguese translation was handled in partnership with The Lemann Foundation, one of the largest education foundations in Brazil. As with France, Codecademy is planning several pilots to help Brazilian speakers learn new skills. Meanwhile in Buenos Aires, Argentina, the company has been working closely with the local government on a Spanish version of its popular site.

    Codecademy is also linking up up with the Tiger Leap program in Estonia, with the aim of teaching every school student how to program.


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