Archive for the ‘mobile learning’ Category

New steps in the Layers fieldwork – Part 2: Pilot workshops with craft trade companies go ahead

September 12th, 2014 by Pekka Kamarainen

With my previous post I started to report on the recent steps in the fieldwork of the Learning Layers (LL) project in the construction sector. I firstly reported on the participation of LL partners in the large German construction sector fair NordBau and on the stakeholder talks we had their with several companies. A major topic was to engage them into pilot activities on the LL tools in particular with the Learning Toolbox (LTB). This post will give insights into the recent Pilot workshop with craft trade companies on LL tools. This workshop was organised and documented by our ITB colleague Werner Müller. He has written a more detailed report for internal use. I will highlight here some points that give a general picture, how our pilot activities are moving on.

The workshop was planned as a follow-up to the stakeholder engagement activities that we carried out during the Well-builders’ fair in May 2014 (65. Brunnenbauertage) in Bau-ABC Rostrup. However, before launching a wide range of workshops, we agreed to have first a smaller pilot workshop. We invited two companies that we had interviewed during the initial phase of the project and with which the LL partners had good contacts.

The company K is a carpentry company with currently 36 employees. It is involved in the network for ecological construction work (Netzwerk Nachhaltiges Bauen – LL partner organisation) and in several domain-specific networks. The company has been pioneering with company-specific apps and is in the process of introducing tablet PCs for team leaders. At the same time the company is paying attention to the fact that introduction of new ICT tools will not cause a digital divide in access to information and communication. The company has regular meetings to discuss quality issues (QT-Runde).

The company W is a larger medium-sized company with ca. 430 employers and specialised on pipeline-building. It has most of its staff working on missions in teams of two or three skilled workers. This company has a long-term cooperation with Bau-ABC. The company W has been pioneering with digital pens, mobile offices (laptops with internet access) allocated to teams and with centralised databases. Yet, the company has had mixed experiences with the effectivity of such tools regarding time used for searches vs. finding adequate solutions. The company itself has centralised databases and is concerned of knowledge management and confidentiality issues. Concerning knowledge sharing and learning across teams, there are very limited possibilities to provide face-to-face meetings.

In the workshop we presented a general picture on the Learning Layers project and invited the companies to present their own situation assessment on their use of ICT, Web tools and digital media (including use of mobile technologies). Then, we presented a demonstration on the emerging Learning Toolbox (LTB) as a framework for managing web resources and apps with a mobile device. in the next rounds of discussions we were mapping different situations for piloting with the LTB and needs to which it could respond.

At this point it is not appropriate to go into details of the subsequent discussion. For the LL project it was important that both companies found their specific entry points to pilot activities. For the company K these were more in the intra-company communication and knowledge sharing and in the network-wide knowledge sharing. For the company W they were in the filtering of different quality guidelines and requirements (provided by different electricity providers or public authorities). Altogether, both companies agreed to continue the cooperation with the project and to organise further talks and pilot workshops in their companies.

After this pilot event and after the stakeholder talks during the NordBau fair (see my previous post) we are looking forward to the next pilot workshops.

More blogs to come …

 

New steps in the Layers fieldwork – Part 1: Layers goes to NordBau

September 12th, 2014 by Pekka Kamarainen

During the summer months it has not been possible to report much on the fieldwork for the Learning Layers (LL) project. Due to the holiday periods there have been no major events. Yet, thanks to the efforts in May and June and due to preparatory measures by several colleagues, we have been able to take several steps forward when coming back from holidays and conference trips. In this first post I will give a report on the LL partners’ visit to the German construction fair NordBau that took place yesterday.

The annual NordBau fair in Neumünster, near Hamburg, is the biggest sectoral fair for construction industry and craft trades in North Germany. The exhibition halls present products, tools and services whilst the large outdoor areas are filled with heavy machinery by all major suppliers. Bau-ABC is a regular visitor and this event has served as a major opportunity for contacting suppliers and cooperation partners. This time we decided that Melanie Campbell, Kerstin Engraf and I will make a one-day-visit to join the trainers – Mr Grewe and Mr Schütte, who were attending the whole time. We agreed that we three will first explore the exhibition area of ICT service providers and then join Mr Grewe and Mr Schütte with their talks with the suppliers.

1. Observations in the exhibition area of ICT service providers

We were interested to find out, to what extent the ICT service providers were presenting services for construction workers and their supervisors in the construction sites – based on mobile devices. From this point of view the general picture was far more traditional – most of the exhibitors were presenting CAD/CAM software for design work or business management software . Very few exhibitors were promoting mobile applications – and they also were primarily addressing architects or business managers. Yet, we got brochures from some software providers to have a closer look from the LL perspective.

A special compartment was the BIM exhibition container (Building Information Modelling) that was provided by a German research project consortium. involving several universities and software developers. The project demonstrated use of RFID-technologies and integrated software solutions with which the modelling covers the whole supply chain. Starting from product design and actual production (adjusted to customer needs), following through the logistic chain (including reporting, tracking and quality control) the software solutions gave information to the point of using the products in the construction project (and reporting of good match or eventual mismatches). Here, the emphasis was on integration of software and different steering/controlling technologies. From the LL point of view it was interesting to note that this project had been working with prototype solutions without involvement of real application partners and that the engagement of real users was seen as a task for different spin-off and follow-up projects.

2. Talks with supplier companies

The second part of our visit consisted of short visits and stakeholder talks in the outdoor areas in which suppliers to construction companies were presenting their machinery and equipments. Altogether we visited the areas of the following supplier companies:

  • Liebherr
  • Wirtgen Group
  • TractoTechnik
  • Vetter GmbH Kabelverlegetechnik
  • Tramann + Sohn
  • Wacker Neuson

These visits had been orchestrated and scheduled by Mr Grewe and they were part of his normal agenda for meeting suppliers to make arrangements for cooperation in training users of such machinery in the context of initial and continuing training programmes. This time, however, during most of these visits we had discussions also on the Learning Layers project and in particular on the Learning Toolbox. To me it was important that the colleagues from Bau-ABC had already integrated the promotion of Learning Toolbox (and engagement of their partner companies) to their normal business talks. Also, in these talks the colleagues from Bau-ABC were very attentive concerning the possible benefits that the company representatives could see (and very convincing in eliminating eventual misunderstandings). Yet, it was clear to all of us that our counterparts in these talks were the sales persons (and only in few cases the managers/owners of the companies). Thus, the agreements on subsequent pilot workshops were to be made with the management representatives.

At the end of the day we could conclude that our visit was well-timed and that we got good feedback regarding the Learning Layers project:

  • Concerning the ICT exhibition area and the BIM projects, we noticed that there is a gap in providing services for construction workers on the site and in engaging them in co-design processes. From this perspective both the task of the LL project and its approach can be seen as pioneering work.
  • Concerning the talks with the supplier companies, the colleagues from Bau-ABC demonstrated clearly that they had integrated the promotion of Learning Toolbox (and engagement of partner companies into pilot activities) as an essential part of their cooperation with business partners.

Also, the fact that such cooperation is valued became clear during our chance meeting with the team from the company W. (who had just participated in a pilot workshop on Learning Toolbox – see my next blog). So, we felt very much empowered and are looking forward to the next steps.

More blogs to come …

 

 

Learning Toolbox

June 11th, 2014 by Graham Attwell

Tomorrow I am speaking at the 4th Annual Future Learning Lab conference in Kristiansand in Norway. The conference aims to target the interplay of learning, pedagogy issues, digital media and globalizing forces representing both opportunities, threats and new conditions. The conference web site says new ways and means of learning are paving their way into both formal education, work-life and leisure. Education technologies continue to evolve. Digital communication technology changed the music industry, the film industry and the news media as well as book publishing industry: Do we really think education and the learning field is any different? The media ecology that enables disruption, is global. The new networks being employed, are global. But the consequences and challenges are, for all practical purposes, local. And learning is still an aspect of social interaction as well as personal endeavor.

My presentation (see slide deck above) is based on the work we are doing in the EU funded Learning Layers project, developing the Learning toolbox, a mobile application designed for apprentices in the construction industry. In particular, we are trying to deal with the issue of context. The Learning Toolbox is based on tiles, each a separate application, which can be differently configured for use in different contexts.

Using technology to support informal learning in SMEs

June 11th, 2014 by Graham Attwell

Last week was the deadline for submissions to the Online Educa Berlin 2014 conference. I like Online Educa. If nothing else, it is a great end of year opportunity to catch up with colleagues and friends from around the world. And it is also a great opportunity to engage in wider dialogues around the work we are doing. Online Educa has for some years been experimenting with the format of sessions and attempting to introduce more interaction, rather than just slides and talk. This year they are limiting presenters to just five slides. And they have asked everyone submitting a proposal to send  short video describing their proposed session.

So here is my video. It is based on the work we are doing in the EU funded Learning Layers project, developing and implementing technologies for informal learning in Small and Medium Enterprises.

How do apprentices use mobile devices for learning?

April 9th, 2014 by Graham Attwell

Last autumn, we undertook a survey of how apprentices in the German construction industry use mobile devices. This was undertaken as part of the Learning Layers project. We produced a report on this work in December, when some 581  apprentices had completed the survey. Now we have more than 700 replies. We plan to update our analysis to include those who responded after that date. However a number of people have asked me for access to the report as it is and so I am publishing it on this blog.

In summary we found

  • 86,7 per cent of apprentices survey have a smartphone, 19,4 per cent a tablet
  • 94 per cent  pay for internet connectivity themselves
  • 55.6 per cent use their smartphone or tablet more than 10 times a day
  • 42.8 per cent say they use their mobile or tablet often or very often for seeking work-related information. However this relates to use outside work time, in the workplace the numbers are much lower.
  • 58% use mobile devices for work-related conversations and 53.2 for work-related information
  • 11.2 per cent say they often or very often use web tools in the workplace
  • 95.9 per cent had heard of WhatsApp, only 16.7 per cent of the BoschApp designed for the construction industry
  • The most frequently used app in the workplace was the camera, with 19.6 per cent using it often or very often
  • 79.3 per cent sought information in text format and 59.2 per cent video.

Around half would like more information about using web tools for learning in the work process and 115 have left their email addresses for us to send further information

The survey indicates that the vast majority of German apprentices in the building trades possess devices and the skills to use them. These devices could be used as part of the Learning Layers project. As the cost of tablets and smartphones becomes cheaper, the digital divide does not seem to be a major issue for this group. Smartphones are used for acquiring work-related knowledge, through personal communication or from the internet. These activities are to a large extent carried out in the apprentices’ own time.

However, the work-related use of digital devices is still uncommon. 20% of the apprentices use their smartphones to make work related photos and such existing practices, could be used by the Learning Layers project for enabling the collective development and sharing of learning materials. The majority of apprentices think that the support offered by mobile devices at the workplace would be useful. The Learning Layers project has the chance to scale up the use of mobile devices by offering apps that are helpful and/or showing the possibilities of making innovative use of existing apps.

Knowledge about work-related apps is gained to a large extent from personal contacts with other apprentices, colleagues, and trainers.

You can download the full report here. If you would like access to the full data please email or skype me.

CareerHack competition reeps rich harvest

March 31st, 2014 by Graham Attwell

First the official stuff (from the press release).

“Talented UK students have won three out of four prizes in a worldwide competition to create a new app to help people develop their career.

The CareerHack open data contest was launched in November last year by the UK Commission for Employment and Skills (UKCES), and asked developers around the globe to build an app based on the UK Commission’s “LMI for All” open data, which contains information on the UK labour market, including employment, skills and future job market predictions.

First prize winner for the competition was Tomasz Florczak from Logtomobile in Poland, who won £10,000 for his innovative Career Advisor app, while 16-year-old school student Harry Jones, from Bath, took home a £5,000 prize for his Job Happy entry.

 

The contest also had a special prize specifically for entrants aged 16-24 in Further Education. In this category 22-year-old IT apprentice Phillip Hardwick won the £5,000 prize for his entry, Career Path. And judges were so impressed with the quality of entrants from the category that they introduced an additional runner-up prize of £2,500, which went to a team effort from students at Barking and Dagenham College in London.

Competition judge Dr Deirdre Hughes OBE, Chair of National Careers Council and a Commissioner for UKCES, said:

“As judges we were all highly impressed at the outstanding contributions made by our winners, and of the talent and ability being displayed by the next generation of up-and-coming developers and programmers.

“The quality of the submissions was so high we felt the need to introduce an additional prize, but all those that entered should be extremely proud of their efforts.”

The judging panel was made up of technology experts from Google, Ubuntu and HP, alongside representatives from the UK Commission and John Lewis. Judges made their decision based on how innovative the entry was, how viable it was as a working app, the potential it had for making an impact on society and the overall quality of the packaged app.

CareerHack judge Matt Brocklehurst, Product Marketing Manager at Google UK said:

“At Google we’re well aware of the importance of making data open and encouraging young, creative talent. CareerHack was a fantastic example of this and we were very impressed by the high standard of entries from everyone who entered – the fact that three of the four winners are young people at the start of their careers is fantastic news.  We hope these prizes will enable them to get a head start down whichever career path they choose to follow.”

Fellow CareerHack judge Cristian Parrino, Vice President of Mobile and Online Services at Ubuntu, added:

“The CareerHack competition demonstrated how an set of open data can be used to cater to the needs of people at different stages of their career paths. It was wonderful to see the different flavours of high quality applications and services built on UKCES’s data.”

LMI for All has been developed by the UK Commission for Employment and Skills, working with a consortium led by the Institute for Employment Research at Warwick University and including Pontydysgu, RayCom and Rewired State.”

Pontydysgu’s bit in all this is managing the technical side. I have to say I was a bit sceptical of producing an APi and then opening it up and encouraging contributions through a competition, but having looked at the videos I am gobsmacked by the inventiveness of teh programmers who entered. We will be looking in more depth at what has been produced. We are also seeking feedback from all those who participated and planning more events later in the year. If you would like to know more (and particularly we would be interested in similar approaches to Open data for Labour Market Information in other countries) please contact me at graham10 [at] mac [dot] com.

Aumented Reality, practice and performace

March 12th, 2014 by Graham Attwell

Last week I went to the Bristol Mobile Ideas in Mobile Learning Symposium (programme and links here). I thoroughly enjoyed the event. Just a general point before I get to the specifics. I am increasingly bored with large conferences where you sit passively listening to string of paper inputs – good bad or indifferent – and then perhaps get to ask one or two questions. Smaller events such as the Bristol symposium, allow a real discussion and best of all, continued debate in breaks and in the evening. This is the kind of event which promotes learning!

I made a presentation on the Learning Toolbox mobile application we are developing for the Learning Layers project in the penultimate session of the symposium. I followed an intriguing presentation by Daniel Spikol on Using Augmented Reality, Artistic Research and Mobile Phones to Explore Practice-based Learning (see video above). Daniel has been working with Dance groups in Sweden, using the Aurasma Augmented Reality app for recording and augmenting dance performances. At first sight that would seem a long way from my work on developing an app for apprentices in the construction industry. But there were many links. Amongst other things Daniel made two key points which I could relate to. One was the need for continuing and iterative development in the use of apps (and here it was interesting that they had used an existing application, rather than trying to develop their own code). Second was the use of technology in capturing and representing physical performance. And in terms of work based learning, that is exactly what we are trying to do (and struggling with) in using mobile devices. In this regard I am interested in the ideas about practice.  Practice is related to competence and qualification and includes cognitive, affective, personal and social factors (trying to find citation for this). In terms of learning (and using technology for learning) practice based activities – whether based on formal or informal learning – are:

  • Purposeful
  • Heavily influenced by context
  • Often result in changes in behaviour
  • Sequenced in terms of developing a personal knowledge base
  • Social – involving shared community knowledge

Returning to Daniel’s questions, the challenge is how we can design and shape technology to augment practice.

 

 

 

Hack your career

November 19th, 2013 by Graham Attwell

I don’t normally post press releases on this site. Too much corporate speak. But I make an exception in this case. Regular readers will know that for the last three years I have been playing with the possibility of using open data for people to make choices about their future jobs and careers – whether it be moving to a new area to seek work, changing careers or selecting a university or college course. For the past two years we have been working with Warwick University and Raycom on the UK Commission for Education and Skills sponsored LMI for All project. the project has developed a database and APi providing access to a range of Labour Market Information. The work has proved challenging in terms of negotiating access to different data sets, ensuring the data is non disclosive and cleaning the data and in developing the technical infrastructure to provide easy access but at the same time ensuring the security of the data.

The beta vesrion of the APi was released in June this year. Whilst we provide access to a web based data explorer we do not provide apps. Instead the idea os to  Over the autumn we have been upgrading the infrastructure and adding more datasets including the US O*Net data. Whilst we provide access to a web based data explorer we do not provide apps. Instead the idea to encourage third party developers, including careers web sites, to themselves develop web and mobile applications based on the API.  And yesterday UKCES, working together with together with Loudsource have launched a CareerHack competition for apps based on the API.

The press release says:

A NEW competition launched today is calling on developers from across the globe to create an app to help people hack into a new career and win a share of £20,000 in the process.

The CareerHack contest, run by the UK Commission for Employment and Skills (UKCES), is asking developers to find innovative and inspiring ways of using data made available through its LMI for All data site. This is a unique portal containing Labour Market Information (LMI) on employment, skills and future job market predictions, which for the first time makes the different sources of information compatible with each other and available in the same place.

The winner will be given £10,000 to spend as they wish, with £5,000 going to the runner-up.  A special £5,000 prize is available to college students aged 16-24, giving the opportunity for the tech-leaders of tomorrow to showcase their talents and skills.

Michael Davis, Chief Executive of UKCES said:

“We wanted to find a way to allow as many people as possible to benefit from our open data approach to careers and jobs intelligence. An open innovation contest for developers is the perfect solution and we’re delighted that there is a special category for young people studying in college. I’m looking forward to seeing the creativity of app developers from across the world.”

The LMI for All data portal brings together extensive careers intelligence providing a single point of access to the data needed to answer common career questions such as how many people currently work in a particular job, average salaries and the skills needed for certain careers or roles.

While LMI for All information is already being used in various ways by a number of websites, organisers hope the CareerHack contest will open the resource up to creative individuals from around the world – uncovering new and innovate ways to use data to help people map out their future career.

To help illustrate the ways in which the information can be used a Career Trax website has been created by the UKCES – highlighting just one of the ways the LMI for All data can be used.

All entries must be submitted with a brief YouTube video, showcasing how the app works and illustrating its potential. A panel of judges, including representatives from Google and Ubuntu, Further Education institutions and business leaders, will then pick the overall winner next February.

Both individuals and teams are eligible to enter.  You will need to be capable of developing a workable app using LMI for All data. For more information, please visit the contest website at http://careerhack.appchallenge.net

The closing date for entries is 5pm on Friday the 21st of February 2014.

More on mobile work based learning

November 18th, 2013 by Graham Attwell

I have just read an interesting blog post on mobile learning (via the useful ADL mobile learning email list). Donald H Clark says:

Training Magazine’s annual survey of US L&D professionals shows that just 1.5% of training was delivered via mobile devices. That’s right, after about 7 years of hype and discussion we’ve reached 1.5%. That’s not leaping. That’s trench warfare.

And yet of course we use smart devices for learning all the time.

Every time we Google something, check a map for our location, quiz friends and colleagues for the answer to a question we are operating exactly in the sweet spot of L&D: we are learning something, or using a performance aid.

Of course we don’t call it that.

We call it ‘finding something out’, or ‘doing our job’. The learning is almost invisible because it is embedded in our daily lives; it didn’t require us to go somewhere special, to do anything special. It happened at the best possible time – when we had a need for it, and were attuned to be receptive to new information.

I agree. And in the Learning Layers project we are focusing on the everyday learning that take place with mobile devices. Our focus is on Small and Medium Enterprises. Donald Taylor goes on to say:

Rather than concentrating on writing courses, we should be establishing good practice in our organisations for finding information and experts and for sharing information. Where necessary we should be setting up the systems and then letting people get on with using them. We need to use this opportunity to move from being the gatekeepers of knowledge to the facilitators of conversations and learning.

Once more I agree – to an extent. I think the real potential of mobile learning is to link learning that takes place in different contexts. That mean linking formal learning to informal learning. And to link learning that take place in vocational schools, in training centres and in work. But even greater is the possibility to link what we used to call learning (or training) to developing and using knowledge for work. In the past we have called this work process knowledge. In development term this means we need applications which can ;recognise the different contexts (and purposes) for which the mobile device is being used. Whilst there has been considerable academic research on mobile work based learning, there is only limited accounts of practice.

One barrier is the attitude of employers. A recent survey we undertook on over 500 construction apprentices in Germany found that whilst over 50 per cent said they used their mobiles for finding information related to their work or training, only 20 per cent said their employers allowed them to do so. They said that they used the devices in their breaks and lunch time. And in construction I would argue that mobiles are a working tool anyway. So part of  “establishing good practice in our organisations for finding information and experts and for sharing information”, is a task of awareness raising and capacity building with companies for them to realise the potential of mobile technologies for their organisation.

 

Learning Layers – What kind of transition phase are we going through in our fieldwork (Part 3: Design process and training activities)

August 25th, 2013 by Pekka Kamarainen

In the first  post of this series of blogs I indicated that we (the ITB team together with our Pontydysgu colleagues and the application partner Bau ABC)  are going through a transitional phase in our fieldwork for the Learning Layers  (LL) project. In the second post I looked back at the shifts of emphasis that had characterised our field visits and workshops in Bau ABC since the first ones in winter to the latest ones before and after the summer holiday break. In both postings I made the point that we had moved from preparatory measures to work in the context of a participative design process. In this posting it is time to consider the implications of such process for the design activities themselves and for the necessary training activities to be planned and carried out.

In principle, there has been an implicit agreement among the LL partner that our project is not a “technology push” project. Neither have we seen our application partners as clients in the supermarket – making choices between ready-made solutions that are on the shelf. Instead, the emphasis has been put on participative co-design processes. Yet, it has been quite a challenge to get such processes take off in the domains and in the locations where we want to carry out pilot activities.

In the case of the Rapid Turbine initiative Graham Attwell has given some insights into the first steps of the design work, into the plans to produce videos (the helmet camera) and into conceptual challenges (“closing the gap”). Much of this design work is still on the way and the demonstrators are yet to come. However, we already know that much of the messages of trainers and apprentices have been taken on board. The important thing is that the Pontydysgu colleagues try to provide real support for completing working and learning tasks without dropping the idea of self-organised learning. Thus, the web tools and the software solutions are there to enhance the learners’ awareness of their own learning. At the end of the exercise, the apprentices should have a picture what they can do, what the cannot do yet and what challenges they can meet in the next phase. This is being discussed between developers, trainers and us, the accompanying researchers.

This has also implications for getting the forthcoming Rapid Turbine designs work together with existing applications and software solutions (such as the Reflect application for the LL project and the software for the assessment procedures in Bau ABC). In this way the support for project-based learning of apprentices would be linked to a tool that enables audio recording of learners’ reports and trainers’ feedback – and to the assessment processes. This, as we understand, will take some time and requires further efforts in the design process.

Parallel to this we have made progress in our discussions, how to give shape for training activities that would support the Rapid Turbine initiative and enhance the general media literacy of trainers and apprentices. Whilst the design work and the discussion on appropriate workshops were firstly taking off as two different things, they seem to be getting closer to each other. It is obvious that the design of the Rapid Turbine gives rise to specific training activities. These can be seen as one part of a wider range of training options to be considered together with the application partners. Here, we are pleased to be able to share experiences with the EU-funded TACCLE projects that have a long experiences with such workshops for teachers to help them produce user-generated web content.

Here I need to stress that both the design work for Rapid Turbine and the development of the training concepts are at an early stage. Yet, we are carrying out this work via joint working meetings in which different parties are actively engaged. This, to me, is already aq good sign and I am looking for the next steps that are taken very soon.

To be continued …

PS. I have written this blog posting just before a series of working meetings with several LL partners and stakeholders that will bring these issues (and wider issues) further. As I will not be present in all these activities and since I will be travelling some time afterwards, it may take some time before we get updates. PK

Acknowledgements. This work is supported by the European Commission under the FP7 project LAYERS (no. 318209), http://www.learning-layers.eu.

 

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