Archive for the ‘mobile learning’ Category

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.

 

Closing the gap: notes on developing a mobile workplace elearning App

August 23rd, 2013 by Graham Attwell

Mind the Gap, says Geoff Stead referring to the gap between theory and practice in mobile learning. And it is this gap which is perplexing me as we attempt to develop an App (code named Rapid Turbine) for use by German construction apprentices.

Writing in a blog for last year’s MobiMOOC Geoff says:

There are a few academic frameworks that can be useful in evaluating, and reflecting on m-learning:

  1. Laurillard’s Conversational framework (2002) – showing the different roles that technology can play in the process
  2. Park’s Pedagogical Framework for Mobile Learning (2011) – offering a simple matrix to map the transactional and/or social closeness of a learning intervention
  3. Koole’s Model for Framing Mobile Learning (FRAME) – 2009 – showing how the mobile learning is an interaction between the technology, the learner and the context.
frame-venn-i1.png
FRAME model

The one that most connects with my own thinking is FRAME, because it is quite clear that you any theory about m-learning needs to engage with the technology itself (the device), AND the learner (who they are, what they want), AND their social context.

The reason the definition works for me is exactly the reason why I suspect m-learning has proved so problematic to define precisely. It just isn’t one thing. There may well be one core idea in the middle, but this is heavily influenced by factors that are different in different contexts.

Here are some examples, and contrasting ideas:

  • while m-learning at work might be about performance support tools, and access to small nuggets of information; m-learning in the classroom might be more about exploring ideas together, and collaborating on a project
  • while m-learning on a field trip might be exploring your environment (GPS / augmented reality / mapping / camera), m-learning in a lecture theatre might be about taking notes, and looking up references.
  • while BYOD m-learning might be about sharing critical information via any device; a specific iPad activity will be rely on a specific app on a specific, named device

Folks, these are ALL m-learning, but because the circles in the Venn Diagram are filled with different questions, the resulting answer is different.

The core idea behind Rapid Turbine is that it brings teogther learning in different contexts – in the vocational school, in the industry training centre and in the workplace

Thus the pedagogic design of the App needs to be ‘mutable; to reflect these different designs. In the vocational school learning may be more formal and the app needs to scaffold and support apprentices in linking that formal knowledge to the work based learning gained in practice.

In the training centre the use of the App is focused on gaining practical work based knowledge and the presentation of learning materials and learning support needs to reflect that use. In the workplace, the App may be more needed to provide information and knowledge based on the other settings.

The different dimensions of the App should adapt to these different contexts of use. Collaboration, communication and data sharing will vary in each context of use. Thus a use case based on a single scenario or context will only provide us limited help.

Perhaps a dimension or scale lacking in these frameworks is that of depth and breadth, which can be seen as key in linking both the different kinds of knowledge and learning and the different resources which support scaffolded learning.

If we take a particular work task as the basis for an application (as Rapid Turbine does which is why it is high in authenticity and situatedness) then at some points apprentices will want to progress in more depth which perhaps brings in more theoretical learning and in other cases with more breadth which provides more contextual links to other work tasks (and arguably to more holistic work tasks).

The App needs to overcome not just a gap between theory and practice in mobile learning design but the gap between theory and practice in skilled construction work and the gap between informal and formal learning. And that is not easy

How to make multimedia learning materials for the construction industry

August 20th, 2013 by Graham Attwell

by Graham Attwell, Owen Gray and Martina Luebbing

We wrote in an earlier post about the Rapid Turbine app which we are developing through the Learning Layers project. Rapid Turbine is a prototype demonstrator, designed to show the potential of mobile devices to support learning by apprentices in the north German construction industry training centre, Bau ABC. Apprentices at Bau ABC learn through undertaking a series of practical projects, detailed in a paper based White Folder.

The task sheets are used both outlining the tasks to be undertaken, the tools required, materials and health and safety concerns etc and for recording learning. Through developing a mobile app it is intended to make updating 0of tasks easier but most importantly to allow closer links between the learning apprentices undertake in the training centre, with their courses in vocational schools and with their work undertaken on construction sites.

The task we are developing for the prototype is called Rohrleitungsbau (pipe and sewer laying). Our main aims are to test the pedagogic approach and design of the app and to develop a work flow so that trainers can themselves produce mobile learning materials.

One of the key aims for the Learning Layers project is to encourage the development of peer produced learning materials. Peers might be apprentices themselves or trainers in the training centres. We are aware that a major barrier to the take up of technology for learning in Small and Medium Enterprises is the high cost of buying or commissioning the production of learning materials. Furthermore we are aware of the need for vocational expertise in the development of these learning materials, expertise we do not have as researchers and developers.

Although it is beginning to change, most traditional e-learning has been very heavily text dependent. This is not really suited to practical and wok based learning, especially using the mobile devices which can allow apprentices to access learning materials directly in the training centre or workplace.

Therefore we are keen to videos into the app related to the different tasks being undertaken. Once more, fairly obviously the trainers are the best people to make these videos. Originally we had thought of going to Bau ABC and filming these videos ourselves. But this would have been very time consuming and is not really sustainable. Our next thought was to use wearable video devices and we experimented with prototype smart glasses with video capacity. However, the quality was not great and the controls were difficult to use.

So our latest solution is to use an Go Pro camera, attached to a construction site safety helmet. The cameras are reasonably easy to use and importantly, having originally been designed for recording extreme sports,  are extremely rugged, and with the cover fitted, water proof and dust proof. They can also be controlled through a Wireless based phone app. We need more work to find out what makes a good short learning video to be accessed on a mobile device. We’re starting out trying to make a series of handy tips, based one each task, but will review this as we go. And we are encouraged that some of the trainers have already been making their own videos using an ipad. I suspect they will have more ideas than us.

The helmet mounted camera will be delivered to the training centre tomorrow and as soon as we have some videos we will shared them on this site.

REFLECT: Community-Driven Scaffolding for Voice-enabled Reflection on the Go

August 16th, 2013 by Graham Attwell

Together with my colleagues, Christine Kunzmann, Andreas P. Schmidt, Graham Attwell1, Elizabeth Chan2, Marius Heinemann-Grüder, Jenny Hughes, Wenlin Lan2, Andreas Vratny and Andreas Heberle, we have produced a short paper for the forthcoming ARTEL workshop on Awareness and Reflection in Technology-Enhanced Learning at the ECTEL conference.

The paper explains the thinking behind the Reflect App which we hope to launch as a Beta next week.

Abstract

REFLECT is a mobile app that promotes a regular reflective routine. It is voice-based so that it can be used, e.g., while driving a car or in similar situations. The reflection session is scaffolded through decks of questions that can be configured by the other and shared with others, who in turn can reuse the questions.

Introduction

Reflective learning is seen as one of the key activity for workplace learning that is most neglected because of time pressure in everyday business. This particularly ap- plies to General Practitioners (GPs) who are on a tight schedule between slots for consultation and home visits. From the need to make learning activities traceable for re-certification, there is, however, an interest from doctors to reflect on learning experiences and to follow-up on learning opportunities arising from everyday practice. Key approach is to create reflection opportunities by utilizing time slots like when driving in the car from/to a home visit, or commuting.

Concept

The key idea behind REFLECT is that reflection support is based on voice interactions, which allows for hands-free operation. Users can record their reflection sessions, and the system transcribes it and sends it to them via e-mail for further processing, e.g., for including in a personal note-taking or task management tool, or a personal portfolio for future reference.

But reflection also needs scaffolding, particularly if it is supposed to take place embedded into working processes like in between home visits. This is achieved through recording the reflection session in the form of a structured interview along a deck of questions. The app reads the question (via text-to- speech) and then records the user’s responses. Via special voice commands (e.g., “next question”), the user can skip questions.

Useful questions for reflection cannot be pre- defined by the app designer, as they are situation- dependent (reflecting on the day/last patient, reflection on a longer period of time, reflecting after a training session) and there is no general knowledge about (i) which situations are relevant, and (ii) which questions are useful for which type of user. Therefore the app is complemented by a web-based interface that allows for choosing decks of questions that have been shared by others, for rating their usefulness, and – as soon as the learning becomes more confident and experienced in reflective practice to define own new questions and to share them with others.

This results in a lightweight and community-driven approach to scaffolding reflection, which also provides the opportunity for maturing the collective knowledge how to best structure such reflection sessions.

System

The system consists of an app to be installed on a smartphone or tablet (the current version requires Android 4.1 or higher – other systems are planned), and a web-based backend. The app allows for choosing a deck of questions, reads the questions to the user and transcribes the responses of the user and reacts voice commands. Towards that end, the Google Text-to-Speech and Speech-to-Text APIs are used. While this voice recognition does not deliver 100% accuracy, first tests have shown that under realistic conditions (e.g., in a car) the system produces a sufficient of quality of the resulting transcript to be useful for the user.

The backend is based on PHP, and users the Bootstrap framework. It gives the user the possibility to configure decks of questions, share them with others, use shared questions from others and rate them.

The app will be available from the Google Play Store and from the Pontydysgu website.

Outlook

As part of the Learning Layers project, this app is planned to be evaluated with a larger number of users as part of General Practitioners’ everyday work practice. Further- more, it is planned to complement the Android app with an iOS solution to cover the different types of smartphones used by the target group.

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

Rapid Development for Rapid Turbine

July 25th, 2013 by Graham Attwell

I guess many of you are enjoying your holidays now. Here at Pontydysgu we’re ploughing ahead with our summer project, codenamed Rapid Turbine. Rapid Turbine is a spin out from the Learning layers project design group called Sharing Turbine.

The design idea has followed extensive discussion with Bau ABC, a large training organisation for the building industry in Lower Saxony and Bremen in north Germany. The apprenticeship system in Germany is based on a Dual System, with apprentices learning both within companies and within vocational schools. However in the construction trade there are three venues for learning, the company, the vocational school and the training centres.

Training in the training centre is organised around practical tasks which may take from one to three or four days to complete. The tasks are documented in something called the White Folder which is also used for reporting on work. This has a number fo problems – it takes time to update content and despite the use of colour photocopying has limitations in terms of media. Perhaps the biggest drawback is teh lack of portability, thus limiting the use of learning materials or of apprentices/ past learning in the company or the vocational school.

Thus the idea of Sharing Turbine is to produce a mobile app which can provide interactivity whilst undertaking workplace learning tasks. But the more we have looked at developing such an app – the more daunting it seems. Wireframes and diagrams have multiplied, with multiple use cases and endless meetings.

So Rapid Turbine has been designed as a rapid application project to get something out. And my thinking is until we have produced something, we will not really understand what we are doing. So we have taken just one task – Trench digging and pipe installation- and are trying to produce an app.

So far we have hit two big issues. The first is the pedagogic approach. We want to go further than just producing information on how to do the task – even with nice video. The mobile app should stimulate not just interactivity  but activity in the work process. And of course there are many real life artefacts which are used in that activity.

The second issue is establishing a workflow. Ultimately our aim is that our colleagues from Bau ABC will be able to produce the learning materials themselves. So far our workflow is fourfold. Firstly we are producing wireframes. Although we have used Balsamic in teh past, at the moment our designers, Owen Gray and Martina Luebbing are preferring to work on flipchart paper. then we need to generate the HTML, CSS, Javascrtipt etc. for the app. This we plan to do using Twitter Bootstrap and an html editor. And then we will use the Tribal m-Learning program to produce the App.

So far so good. We are still at the wireframe stage. I will update you on how it all goes.

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    Sounds of the Bazaar LIVE from the Online EDUCA Berlin 2013

    We will broadcast from Berlin on the 5th and the 6th of December. Both times it will start at 11.00 CET and will go on for about 40 minutes.

    Go here to listen to the radio stream: SoB Online EDUCA 2013 LIVE Radio.

    The podcast of the first show on the 5th is here: SoB Online EDUCA 2013 Podcast 5th Dec.

    Here is the second show as a podcast: SoB Online EDUCA 2013 Podcast 6th Dec.

    News Bites

    Open online STEM conference

    The Global 2013 STEMx Education Conference claims to be the world’s first massively open online conference for educators focusing on Science, Technology, Engineering, Math, and more. The conference is being held over the course of three days, September 19-21, 2013, and is free to attend!
    STEMxCon is a highly inclusive event designed to engage students and educators around the globe and we encourage primary, secondary, and tertiary (K-16) educators around the world to share and learn about innovative approaches to STEMx learning and teaching.

    To find out about different sessions and to login to events go to http://bit.ly/1enFDFB


    Open Badges

    A new nationwide Open Badges initiative has been launched by DigitalMe in the UK. Badge the UK has been developed to help organisations and businesses recognise young people’s skills and achievements online.

    Supported by the Nominet Trust, the Badge the UK initiative is designed to support young people in successfully making the transition between schools and employment using Mozilla Open Badges as a new way to capture and share skills across the web.

    At the recent launch event at Mozilla’s London HQ Lord Knight emphasised the “disruptive potential” of Open Badges within the current Education system. At a time of record levels of skills shortages and unemployment amongst young people all speakers stressed need for a new way to encourage and recognise learning which lead to further training and ultimately employment opportunities. Badge the UK is designed to help organisations and businesses see the value in using Mozilla Open Badges as a new way to recognise skills and achievement and and connect them to real world training and employment opportunities.

    You can find more information on the DigitalMe web site.


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    Apologies for the broken Twitter feeds on this page. It seems Twitter have once more changed their APi, breaking our WordPress plug-in. It isn’t the first time and we will have to find another work around. Super tech, Dirk is on the case and we hope normal service will be resumed soon.


    MOOCs and beyond

    A special issue of the online journal eLearning Papers has been released entitled MOOCs and beyond. Editors Yishay Mor and Tapio Koshkinen say the issue brings together in-depth research and examples from the field to generate debate within this emerging research area.

    They continue: “Many of us seem to believe that MOOCs are finally delivering some of the technology-enabled change in education that we have been waiting nearly two decades for.

    This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today’s pedagogical landscape; and could they provide a viable model for developing countries?

    We must also look closely at their potential impact on education structures. With the expansion of xMOOC platforms connected to different university networks—like Coursera, Udacity, edX, or the newly launched European Futurelearn—a central question is: what is their role in the education system and especially in higher education?”


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