Archive for the ‘network’ Category

Revisiting Kostelec 2: Insights into the sessions of the “Crossing boundaries …” conference

October 24th, 2010 by Pekka Kamarainen

In my previous blog posting I presented my positive impression on the international conference “Crossing Boundaries: The multiple roles of trainers and teachers in vocational education and training” (14.-15.10.2010 in Kostelec, near Prague). With this posting I want to look back at the sessions and to what made the conference such a positive experience.

Firstly, it is worthwhile to note that I am writing primarily as a conference participant (my role as a member of the organising network was not a central one). However, I also had some duties as a facilitator, so I had to pay attention, how to get the sessions running well and with good spirit. Yet, I must emphasise that the key factor in the success was the fact that the participants were interesting in building up a good dialogue-oriented event.

The first thematic session that I attended, was based on two contributions from Germany.

  • Alrun Schleiff and Simone Wanken from the University of Trier gave a presentation on “The learning tandems”. Their university is piloting with a special curriculum that combines the learning processes of traditional students (doing their degrees in adult education) and non-traditional students (training specialists in companies, who are in a certificate programme). The fascination of this programme lies in the cross-mentoring approach that supports both target groups and brings them into a cross-mentoring relation during the field studies.
  • Johannes Koch from Friedrichsdorfer Büro für Bildungsplanung gave a presentation on lifelong learning in production contexts. In this presentation he examined the transition of workplace learning into internet-supported and innovation-oriented learning. In this context the role of intermediate agencies is to support the search processes, election processes and utilisation of cutting-edge knowledge.

The second thematic session was dedicated to professionalisation of teachers and trainers in VET in Spain.

  • Jose Luis Garcia Molina gave a comprehensive picture on the professionalisation of VET teachers and trainers in Spain and on the role of tripartite cooperation. Interestingly enough, both topics that had been taken up in the previous session were also discussed in the light of the Spanish input.

The third thematic session was based on contributions from the host country, Czech Republic.

  • Stanislave Michek provided insights into quality assurance in the Czech vocational schools via self-assessment and self-evaluation.
  • Jan Sperl presented the development of National Educational Portal and provided insights into the use of the different resource areas  by teachers and trainers.
  • Lubomir Valenta gave an overview of the development of Europass tools and of the use of these tools in the Czech Republic.
  • My general impression of the discussion was that all these presentations were presenting cutting-edge European developments and putting the host country into a European group picture. Also, I could notice that the participants from Nigeria and Romania made good use of this information.

The fourth thematic session was shaped as ‘speed learning cafe’ during which two short presentations are discussed parallel to each other. After half an hour the groups change the table and the presenters start a new discussion. The two presentations focused on workplace learning and  developmental tools in Germany and on assessment of workplace learning in Norway.

  • The presentation by Ludger Deitmer and myself focused on the role of holistic working and learning tasks and on the role of participative development tools. The two groups emphasised the importance of genuine and well-thought working and learning tasks as well as the role of dialogue-oriented tools. However, it was emphasised that the tools alone cannot guarantee the result if the participants are not well prepared for self-organised learning and for self-assessment.
  • The presentation of Haege Nore problematised the boundaries of learning and raised the question “who are the right assessors”. The presentation also brought into picture the potential role of co-participating researchers (basic inquiries, interactive accompaniment and evaluation).
  • Here, the groups made good use of the time but it was difficult to share the results across the two groups (discussion to be continued at a later occasion).

The fifth thematic session that I attended was also planned as a speed learning cafe with two presenters. However, one of the presenters had to cancel his participation. Thus, the session was transformed into an interactive workshop with one presentation.

  • Sandra Sukhan from Canada (originally from Guayana) gave a lengthy and highly inspiring account on her internship as a marketing manager of a newly launched training centre in Botswana. Her real life story gtave a deeper meaning to the topic “crossing boundaries” and to the necessity for taking new roles in a challenging training context (where the sustainability of the training centre and learning results were at risk all the time). Also here, the participants were not left as passive audience but were invited to think loud, what kind of lessons could be learned (when the story was told halfway). Then, this discussion was continued with further insights into the concluding phase of project (and the real life strory).

Here I think it is appropriate to stop this overview. In my next posting I try to make a shorter comment on the working climate in the conference.

Watch this space!

Pekka

Revisiting Kostelec 1: Praise for the “Crossing Boundaries” conference of the network ‘Trainers in Europe’

October 24th, 2010 by Pekka Kamarainen

Just one week ago (14.10. -15.10.2010) the Trainers in Europe network organised a successful international conference. The theme of the  was “Crossing Boundaries: The multiple roles of trainers and teachers in vocational education and training”. My impression as a participant was that the title was appropriate and that the conference really tried to work its way to a better understanding on new challenges and on changing roles of vocational trainers.

It is worthwhile to note that the main organiser – the Trainers in Europe network has had to struggle to find its role on the crowded terrain of European cooperation. As we know. the network has been the successor of the Eurotrainer project that was doing studies and surveys on the position of trainers in Europe. At the same time the TTnet network of Cedefop has been the meeting point of national networks and the summarising arena of country sudies. Moreover, in 2008 – 2009 the European Commission (DG EAC) launched a Europe-wide but regionalisedconsultation process on the role of VET Teachers and Trainers as key actors for lifelong learning. Given all these activities (some of which have already been completed), what could be proposed as a possible way forward?

Looking back at the Kostelec experience, it is important to emphasise that this conference was not shaped as a traditional academic conference or as a conference of country representatives. Instead the conference – taking place in an old castle outside Prague – provided interactive sessions and creative spaces for knowledge sharing.  The particpants came with messages and questions that were related to the position of trainers and to future-oriented initiatives. The formats of the sessions supported active discussion and learning from each other – rather than lengthy monologues that would have tired the participants. Also, the work with online exhibition and with the online radio show have given insights into potentials that have not yet been fully exhausted.

In my subsequent postings I will try to give a picture, what was happening in the sessions (next one) and on some working agendas for follow-up activities.

Watch this space!

Pekka

Working and Learning: New posts coming

October 24th, 2010 by Pekka Kamarainen

Sadly an overworked period led to a standstill in my blogging just when I had wished to become more active on this front. Given the circumstances, I understand that Pontydysgu relocated my blog to “Speakers’ corner” (the so-called Hyde Park area of Pontydysgu blogs). In practice this area seems to have become a “sleepers’ corner” for hibernating blogs that may come up or fall into coma.

Now I think it is time to take the floor with some messages from the recently organised conference of the “Trainers in Europe” network (see the conference information on the network website

http://www.trainersineurope.org/conference-2010

I will try to give some insights into the conference (as the whole), into the sessions that I experienced and into issues that arise for follow-up activities.

Watch this space!

Pekka

Don’t blame the technology!

March 29th, 2010 by Cristina Costa
Sometimes I wonder why people want to use technology in their practice. Is it because it’s a recognised trend in their professional sphere/discipline? Is it because others are doing it? Is it because it makes them look cool and modern? …maybe it is a bit of all…? And in a way they are all plausible answers. [...]
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    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
    Creating Games (43%)
    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)


    MOOC providers in 2016

    According to Class Central a quarter of the new MOOC users  in 2016 came from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).

    They list the top five MOOC providers by registered users:

    1. Coursera – 23 million
    2. edX – 10 million
    3. XuetangX – 6 million
    4. FutureLearn – 5.3 million
    5. Udacity – 4 million

    XuetangX burst onto this list making it the only non-English MOOC platform in top five.

    In 2016, 2,600+ new courses (vs. 1800 last year) were announced, taking the total number of courses to 6,850 from over 700 universities.


    Jobs in cyber security

    In a new fact sheet the Tech Partnership reveals that UK cyber workforce has grown by 160% in the five years to 2016. 58,000 people now work in cyber security, up from 22,000 in 2011, and they command an average salary of over £57,000 a year – 15% higher than tech specialists as a whole, and up 7% on last year. Just under half of the cyber workforce is employed in the digital industries, while banking accounts for one in five, and the public sector for 12%.


    Number students outside EU falls in UK

    Times Higher Education reports the number of first-year students from outside the European Union enrolling at UK universities fell by 1 per cent from 2014-15 to 2015-16, according to data released by the Higher Education Statistics Agency.

    Data from the past five years show which countries are sending fewer students to study in the UK.

    Despite a large increase in the number of students enrolling from China, a cohort that has grown by 12,500 since 2011-12, enrolments by students from India fell by 13,150 over the same period.

    Other notable changes include an increase in students from Hong Kong, Singapore and Malaysia and a fall in students from Saudi Arabia and Nigeria.


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